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JRCERT Update

value in the higher education environment. Student care professionals to place patients in the position of fel-
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engagement is related to inclusion in higher educa- low expert in their care and treatment, which is a closer
tion and refers to the student’s overall involvement in representation of cultural competence. 9
learning, participation in social and academic activi- Cultural humility can bring health care professionals
ties, and interactions with faculty, staff, and peers. 5 and their patients to an even level of power and respect
Student engagement is important for the success of through flexibility and openness. The roles are reversed,
underrepresented students. 6 with the patient as the expert and the health care profes-
An analogy that brings these terms into perspective sional as the student. Subsequently, Ortega and Faller
is that of a high school dance. Diversity is represented identified aspects of cultural humility :
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by an effort to invite representatives from every group ƒ insight into oneself
in the school to the event. Equity implies that every ƒ openness to others
student has the resources they need to attend the ƒ willingness to see others’ perspectives
dance (eg, transportation, clothes, money for a ticket). ƒ transcendence of an individual’s knowledge of the
Inclusion suggests that invitees are asked to dance while world as complex and dynamic
in attendance, and engagement means that students
from across groups are included in the process of plan- Applying Diversity, Equity, and Inclusion
ning the dance. Diversity, equity, and inclusion concepts can
be applied to policy and practice improvements in
Cultural Competence and Humility educational programs in many ways, including admis-
Cultural competence and cultural humility are sions practices, curriculum content and pedagogy,
ways to operationalize modern goals of equity and and co-curricular resources and activities. In addi-
inclusion in health care. Cultural competence is the tion, these ideas can improve the clinical experience
ability to provide quality care, which includes social, of students in ways that affect the climate of patient
cultural, and communication needs, to diverse patient care, approaches to training, the health care team, and
populations. Efforts toward cultural competence patient-provider roles.
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support personal improvement in approaching diverse In educational programs, faculty might consider
patient populations and in maximum engagement. reviewing admissions practices and other policies to
Competence represents the ideal for pursuits in health identify hidden barriers for underrepresented students.
care and education. However, because there is much to Including community members from underrepresented
learn about other cultures, cultural competence is not backgrounds in the admissions process is one way to
discreetly attainable given that high levels of diversity bolster this consideration. In the classroom, faculty can
result in uniqueness down to the individual student create a more inclusive environment. Researchers found
or patient. that African American students responded favorably to
Cultural humility is an approach to diversity, equity, faculty who were student-centered, physically available,
and inclusion in which people are open to learning from academically motivating, open, and willing to share.
others as the experts of their own diversity and culture. Specifically, Roska et al found that African American
Accordingly, cultural humility, described by Tervalon student performance was disproportionately negatively
and Murray-García as placing patients in the position affected by lack of a student-centered approach from
of fellow expert in their care and treatment, represents faculty. 11-13 Students also were more satisfied with fac-
a mechanism to travel toward cultural competence. ulty who were approachable and helpful as opposed
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Tervalon and Murray-García further suggested that to those who were distant and discouraging. This
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physicians should go beyond trying to learn the details approach also is important for staff and instructors in
of every culture and commit to evaluating and critiqu- the clinical environment. Faculty and clinical staff can
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ing their understanding of how to care for a diverse consider reflecting how their interactions and presence
patient population. Cultural humility invites health might affect underrepresented students.
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RADIOLOGIC TECHNOLOGY, July/August 2020, Volume 91, Number 6 595
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2020. All rights reserved.