Abstract
The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool. Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant (p =.002), as was the mean change in subscales Nonverbal Communications (p <.001) and Cultural Knowledge (p =.002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents' cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 179-191 |
| Number of pages | 13 |
| Journal | Transcultural Psychiatry |
| Volume | 54 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2017 |
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Keywords
- cross-cultural psychiatry
- cultural competence
- Cultural Formulation Interview
- DSM-5
- teaching by psychiatric residents
ASJC Scopus subject areas
- Health(social science)
- Psychiatry and Mental health
Cite this
Training on the DSM-5 Cultural Formulation Interview improves cultural competence in general psychiatry residents : A pilot study. / Mills, Stacia; Xiao, Anna Q.; Wolitzky-Taylor, Kate; Lim, Russell; Lu, Francis G.
In: Transcultural Psychiatry, Vol. 54, No. 2, 01.04.2017, p. 179-191.Research output: Contribution to journal › Review article
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TY - JOUR
T1 - Training on the DSM-5 Cultural Formulation Interview improves cultural competence in general psychiatry residents
T2 - A pilot study
AU - Mills, Stacia
AU - Xiao, Anna Q.
AU - Wolitzky-Taylor, Kate
AU - Lim, Russell
AU - Lu, Francis G
PY - 2017/4/1
Y1 - 2017/4/1
N2 - The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool. Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant (p =.002), as was the mean change in subscales Nonverbal Communications (p <.001) and Cultural Knowledge (p =.002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents' cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.
AB - The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool. Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant (p =.002), as was the mean change in subscales Nonverbal Communications (p <.001) and Cultural Knowledge (p =.002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents' cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.
KW - cross-cultural psychiatry
KW - cultural competence
KW - Cultural Formulation Interview
KW - DSM-5
KW - teaching by psychiatric residents
UR - http://www.scopus.com/inward/record.url?scp=85018747753&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85018747753&partnerID=8YFLogxK
U2 - 10.1177/1363461517700812
DO - 10.1177/1363461517700812
M3 - Review article
C2 - 28358239
AN - SCOPUS:85018747753
VL - 54
SP - 179
EP - 191
JO - Transcultural Psychiatry
JF - Transcultural Psychiatry
SN - 1363-4615
IS - 2
ER -