Teaching Tools, Strategies, and Resources, continued

Knowledge of

• models and frameworks for effective cross-cultural communication;
• the literature, emerging evidence, and innovations in cross-cultural and patient-provider communication;
• the questions to ask to acquire clinically relevant information such as cultural, gender, and sexual identities; health and mental health beliefs and practices; family circumstances; community and environmental settings; and so forth;
• how to apply the process of inquiry to oneself to explore one’s own mental maps, mindset, worldview, biases and stereotypes, and attitudes;
• a repertoire of statements to confront bias, stereotyping, and discrimination in the health and mental health care setting;
• different approaches and strategies to apply the process of inquiry to communities;
• strategies to work effectively with interpreters;
• application of the federal and state statutes that protect the rights of individuals with disabilities and limited English proficiency;
• the implications of health literacy within the context of my roles and responsibilities; and
• culturally defined familial colloquialisms and terms used to express physical or emotional conditions, symptoms, illness, and disease.