title: Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation: Findings derived from seven US schools and expert consensus.
abstract: BACKGROUND: The 67-item TACCT currently used for needs assessment has potential for evaluating evolving cultural competence (CC) curricula. PURPOSE: To validate a shortened, more practical TACCT measure. METHODS: The 67-item TACCT was administered to students and course directors at 7 US schools. Course directors and students reported which of 67 TACCT items were taught. Intraclass correlation coefficients (ICC) examined faculty-student agreement. Under-addressed content was identified. A new and shortened TACCT configuration was proposed and validated with expert educator input. RESULTS: Across-school faculty and student response rates ranged from 75% to 100%. Aggregate ICC was 0.90 (95% CI: 0.84, 0.94) for the 67-item TACCT demonstrating faculty-student agreement. Experts agreed on reduction from 67 to 42 items and domain revision from five to six domains to match under-addressed content. Item analysis showed high internal consistency for all 6 new domains and the total revised 42-item TACCT. CONCLUSIONS: A shorter, more practical TACCT measure is valid and reliable and focuses on under-addressed CC content. Use for curricular evaluation is suggested.
authors.affiliation: University of California, Irvine School of Medicine.
authors.forename: Désirée A
authors.initials: DA
authors.lastname: Lie
authors.forename: John
authors.initials: J
authors.lastname: Boker
authors.forename: Sonia
authors.initials: S
authors.lastname: Crandall
authors.forename: Christopher N
authors.initials: CN
authors.lastname: Degannes
authors.forename: Donna
authors.initials: D
authors.lastname: Elliott
authors.forename: Paula
authors.initials: P
authors.lastname: Henderson
authors.forename: Cheryl
authors.initials: C
authors.lastname: Kodjo
authors.forename: Lynn
authors.initials: L
authors.lastname: Seng