Mental Health Disparities, Diversity, and Cultural Competence in Medical Student Education: How Psychiatry Can Play a Role

Objective: The authors review recent developments in healthcare policy, including eliminating disparities in mental healthcare, increasing diversity in the healthcare workforce, and cultural competence. Following a discussion of the Liaison Committee on Medical Education (LCME) standards, as they re...

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Bibliographic Details
Published in:Academic psychiatry 2006-01, Vol.30 (1), p.9-15
Main Authors: Lu, Francis G, Primm, Annelle
Format: Article
Language:English
Subjects:
Academic Standards
Accreditation (Institutions)
Allied Health Occupations Education
Community Benefits
Cultural Awareness
Cultural Differences
Cultural Diversity
Cultural Education
Culture
Diversity (Institutional)
Education, Medical
Educational Experience
Educational Policy
Health Needs
Health Occupations
Health Personnel
Higher Education
Humans
Labor Force
Medical Education
Medical Students
Mental Health
Mental Health Services - statistics & numerical data
Mental Health Services - supply & distribution
Organizational Climate
Physicians
Psychiatry
Psychiatry - education
Race
Role
Social Perception
Students, Medical
Zero Tolerance Policy
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Summary:Objective: The authors review recent developments in healthcare policy, including eliminating disparities in mental healthcare, increasing diversity in the healthcare workforce, and cultural competence. Following a discussion of the Liaison Committee on Medical Education (LCME) standards, as they relate to disparity, cultural competence, and diversity, the authors discuss an action plan describing the role of psychiatry in addressing these issues. Methods: Key policy documents are reviewed for disparities, cultural competence, and diversity in healthcare and then in mental health specifically. Results: Important developments in healthcare policy regarding these areas have occurred. Conclusion: Psychiatry can play a vital role in addressing disparities, cultural competence, and diversity in medical student education.
ISSN:1042-9670
1545-7230
DOI:10.1176/appi.ap.30.1.9