Observational study of effect of ESFT approach on cross culture competency teaching for young PGY physicians

Background: Globalization and the increasing influx of new immigrants have created multicultural demands in healthcare, emphasizing the need for enhanced cross-cultural competency among medical professionals. This study aimed to evaluate the impact of a cross-cultural competency course (4 C), designed using the ESFT model, on young physicians’ cultural sensitivity and related competencies in the setting of Taiwan’s healthcare system. Methods: A mixed-methods approach was employed, integrating both quantitative and qualitative methodologies to assess the course’s outcome. Quantitative evaluations involved pre- and post-test measurements using standardized scales to assess cultural care competency, multicultural perceptions, and multicultural competency. Qualitative data were collected through focus group interviews, supplemented by experiential and reflective learning methods integrated into the course design. Results: The findings demonstrated significant improvements in cross-cultural competency among young physicians, as evidenced by notable increases in post-test scores across cultural sensitivity, multicultural perceptions, and multicultural competency. These improvements were particularly pronounced among those with more than two years of clinical experience, suggesting that learners’ professional experience and gender influence the outcome of cross-cultural education. Conclusion: This study highlights the value of cross-cultural courses in enhancing young physicians’ competencies. It underscores the innovative teaching by the ESFT model to accommodate learners from diverse backgrounds and equip medical professionals to meet the challenges of multicultural healthcare environments.