Multicultural psychiatric education: using the DSM-IV-TR Outline for Cultural Formulation to improve resident cultural competence.
OBJECTIVE
The authors present a 9-week multicultural competence course organized around the DSM-IV-TR Outline for Cultural Formulation.


METHODS
The course alternated large group lectures with experiential small group discussions to acquire knowledge, develop skills, and explore attitudes. The authors evaluated the effectiveness of the course on residents' training and application of multicultural knowledge, skills, and attitudes. Second-, third- and fourth-year residents completed anonymous self-report questionnaires immediately before and after the course and 9 months following the course.


RESULTS
Residents' pre- and postcourse scores indicated statistically significant increases in multicultural knowledge, attitudes, and clinical application. Residents did not report additional gains in multicultural knowledge, skills, and attitudes at the 9-month follow-up.


CONCLUSIONS
This multicultural training course resulted in modest gains in resident training in multicultural knowledge, skills, and attitudes. Further study is needed to determine ways to sustain immediate multicultural knowledge and ways to support long-term application of multicultural education.
Harris
Treniece Lewis
TL
Department of Psychiatry, Cambridge Health Alliance/Harvard Medical School, Cambridge, MA 02139, USA. tharris@challiance.org
McQuery
Joy
J
Raab
Barbara
B
Elmore
Shekinah
S
D001900:Boston; D003162:Competency-Based Education / Q000379:methods*; D003431:Cross-Cultural Comparison; D054521:Cultural Competency / Q000193:education*; D003479:Curriculum; D039721:Diagnostic and Statistical Manual of Mental Disorders; D005260:Female; D006801:Humans; D007396:Internship and Residency; D008297:Male; D001523:Mental Disorders / Q000175:diagnosis / Q000208:ethnology; D015397:Program Evaluation; D011570:Psychiatry / Q000193:education*