EPA-0918 – Introducing a cultural competency module for psychiatry residents
Bibliographic record
Abstract
Background Multiculturalism has become a powerful force in Canada in recent years. Approximately 25% of physicians are International Medical Graduates (IMGs). In psychiatry, cultural variations affect the symptomatic manifestations of mental illness. Psychiatric trainees need to develop cultural competence since cultural knowledge is an important determinant of treatment outcome. The Mental Health Commission of Canada in its Framework for Mental Health Strategy included addressing issues of race, ethnicity, national origin, citizenship, gender, creed, sexual orientation, class/socioeconomic status, age and disability. The Royal College Objectives for Psychiatry state ‘the resident must be able to address issues of gender, sexual orientation, age, culture, ethnicity, spirituality, and ethics in a professional manner.’ Objectives To teach residents components of cultural competency; to measure change in attitudes before and after the module; and to increase awareness of link of cultural competency to professionalism and communicator role. Methods The Queen's University Department of Psychiatry designed an innovative Cultural Competency Module for its residents. Queen's staff from Human Rights Office, International Center and Dept. of Psychiatry provided: a) a full day workshop on cultural self-awareness; b) modules on Sexual and Gender Diversity and c) Race/Ethnicity. Each section included didactics, case vignettes, small group discussions, and role plays of culturally sensitive interviews. Gain in knowledge and attitude change was measured by pre and post questionnaires. Residents also participated in an online version of the Intercultural Developmental Inventory to find out their group score. Results Residents had shift in attitudes/knowledge of cultural competency after the module.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.036 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".