Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School

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dc.contributor.authorSwanberg, Stephanie M.
dc.contributor.authorAbuelroos, Dena
dc.contributor.authorDabaja, Emman
dc.contributor.authorJurva, Stephanie
dc.contributor.authorMartin, Kimberly
dc.contributor.authorMcCarron, Joshua
dc.contributor.authorReed-Hendon, Caryn
dc.contributor.authorYeow, Raymond Y.
dc.contributor.authorHarriott, Melphine M.
dc.date.accessioned2016-11-08T18:12:54Z
dc.date.available2016-11-08T18:12:54Z
dc.date.issued2015-10
dc.descriptionPost print versionen_US
dc.description.abstractFostering cultural competence in higher education institutions is essential, particularly in training future health care workers to care for diverse populations. The opportunity to explore techniques to address diversity and cultural competence at a new medical school was undertaken by a multidisciplinary team of librarians, faculty, staff, and medical students. From 2011 to 2015, the team sponsored a voluntary programming series to promote cultural competence and raise awareness of health care disparities for the medical school. Thirteen events were hosted with 562 participants across all. This approach to diversity proved effective and could be adapted in any higher education setting.en_US
dc.identifier.citationSwanberg SM, Abuelroos D, Dabaja E, Jurva S, Martin K, McCarron J, Reed-Hendon C, Yeow RY, Harriott MM. Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School. Med Ref Serv Q. 2015;34(4): 451-460.en_US
dc.identifier.issn0276-3869
dc.identifier.urihttp://hdl.handle.net/10323/4369
dc.language.isoen_USen_US
dc.publisherMedical Reference Services Quarterlyen_US
dc.subjectCultural competenceen_US
dc.subjectDiversityen_US
dc.subjectMedical studentsen_US
dc.subjectUndergraduate medical educationen_US
dc.subjectUnderserved populationsen_US
dc.titlePartnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical Schoolen_US
dc.typeArticleen_US

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