Curriculum Development

1. To what extent do curricula currently offered by your training program include content related to cultural and linguistic competence?

not at all
barely
fairly well
very well

2. Please list/describe examples of curricula content areas and how cultural and linguistic competence are incorporated.

3. Do curricula support the acquisition of knowledge and skills in the following areas?

cultural awareness/sensitivity
cultural diversity
confronting stereotyping, bias, discrimination, and racism in health and
       social service systems
culturally defined values and belief systems related to health and mental health
cultural influences on health care decision making among individuals and families
cultural influences of spirituality and religiosity on perceptions of health and well-being
cultural perspectives of illness and disability
cultural aspects of epidemiology
culturally influenced health protective/preventive factors
disparities in health and mental health among racial and ethnic groups
complex array of biologic, economic, environmental, social, and cultural factors
       that are known to contribute to health and mental health disparities of racial
       and ethnic groups
health and mental health status among refugee and immigrant populations
cultural strengths, assets, and resiliencies within diverse populations and communities
cross-cultural communication
working effectively with interpreters (foreign language and sign)
pharmacological properties that may vary by race, gender, and cultural factors
other:

Cultural implications of:

assessment, diagnosis, treatment, and intervention
treatment, discharge planning, and referral to appropriate services/programs
genetic testing and counseling
health promotion and prevention

4. What approaches do you use to prepare students, interns, and fellows to interact effectively within diverse communities and/or with people from diverse racial, ethnic, cultural, and linguistic groups?

service learning
practicum/field placement experiences in multicultural settings
practicum/field placement experiences in ethnic-specific settings
problem-based learning
shadowing a family/long-term case management
supervision
other:

5. If not offered by your training program, are opportunities provided for students, interns, and fellows to enroll in courses related to cultural competence in other schools/departments within the university/college?

yes
no

6. What resources might enhance your capacity to incorporate effectively cultural and linguistic competence into curricula?

examples of culturally competent values, principles, constructs, and practice models
examples of linguistically competent statutes, guidelines, and practice models
       for working with interpreters
bibliographic references
participatory action and culturally competent research methodologies
multimedia materials
Web sites
consultation for curricula review and modification
consultants and guest lecturers
professional development for faculty and staff
“buy-in” and support of deans, and other faculty and staff
other:

Other Training Experiences

7. Do field placement, practicum, and service learning assignments provide students, interns, and fellows with opportunities to interact with individuals, children, and families from diverse racial, ethnic, cultural, and linguistic groups?

not at all
barely
fairly well
very well

8. Does your approach to supervision provide students, interns, and fellows with methodologies that enhance the development of their values, attitudes, knowledge, and skills related to cultural competence?

not at all
barely
fairly well
very well

9. Does your approach to supervision provide students, interns, and fellows with methodologies that enhance the development of their values, attitudes, skills, and knowledge related to linguistic competence?

not at all
barely
fairly well
very well

10. Are students, interns, and fellows exposed to faculty from diverse racial, ethnic, and cultural backgrounds?

not at all
sometimes
fairly often
very often

Faculty Development

11. Have you participated in continuing education, coursework, professional development, or other training activities related to cultural competence?

never
seldom
sometimes
regularly

12. Have you participated in continuing education, coursework, professional development, or other training activities to help you address stereotyping, bias, discrimination, and racism within health, mental health, and social service systems?

never
seldom
sometimes
regularly

13. Does your organization or university support and/or facilitate your participation in these training activities?

no
yes

If so, how?

14. Which best describes your participation in such activities?

within the last 3 years
within/in the last 4–6 years
within/in the last 7–10 years
more than 10 years

15. Have you participated in continuing education, coursework, professional development, or other training activities related to linguistic competence?

never
seldom
sometimes
regularly

16. Does your organization/university support and/or facilitate your participation in these training activities?

no
yes
If so, how?

17. Is there a structure in place that facilitates the exchange of knowledge, skills, and resources related to cultural and linguistic competence among faculty within the following venues?

MCHB-funded training program
department/school
university
grantee organization
other:

18. Do any professional associations of which you are a member have committees, work groups, task forces, and councils that focus on cultural diversity or cultural competence?

no
yes
If yes, do you participate?

Recruitment and Retention

19. How well have culturally diverse students, interns, and fellows been recruited and retained for the MCHB-funded training programs?

not at all
barely
fairly well
very well

20. What factors do you feel contribute to this?

21. To what extent are culturally/ethnically diverse individuals represented in the following? Check all that apply.