Original Publication
Open Access

Critical Synthesis Package: Tool for Assessing Cultural Competence Training (TACCT)

Published: December 28, 2015 | 10.15766/mep_2374-8265.10298

Included in this publication:

  • Critical Analysis of the Tool for Assessing Cultural Competence Training.pdf
  • TAACT-Revised Guide.pdf
  • TACCT-Revised Description of Domains & Objectives.pdf
  • Tool for Assessing Cultural Competence Training-Revised.pdf

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications. It is also part of a discontinued collection that focused on the presentation of health sciences education assessment tools and their reported validity data. 

Abstract

This resource contains: (1) a Critical Analysis of the psychometric properties and the application to health science of the Tool for Assessing Cultural Competence Training (TACCT), and (2) a copy of the revised TACCT instrument, scoring key, and manual developed by Desiree Lie, MD, MSED.

The TACCT is an easy to use instrument with 42 items divided into various domains based on knowledge, skills, and attitudes. The six domains consist of: health disparities, community strategies, bias/stereotyping, communication skills specific to cross-cultural communication, use of interpreters, and self-reflection/culture of medicine. The measure is intended to be used by faculty to monitor new cultural competence curricular innovations, identify under-addressed curricular areas, and measure faculty and student perceptions regarding a cultural competence curriculum. Strengths of the instrument include: (1) coverage of a broad overview of topics including knowledge, skills, and attitudes impacting cultural competency training for medical students; (2) providing an opportunity to create a detailed blueprint of when and how specific cultural competence topics are being taught and assessed; and, (3) the ability to be self-administered in either a pen-and-paper or electronic format. Conversely, the revised TACCT is still a relatively long survey to complete, there are no recommendations for when the instrument should be administered during a student’s tenure, and it does not address any hidden curricula many students may encounter. Moreover, the TACCT aims to address whether or not attitudes are explored in a school’s cultural competence curriculum, which is significantly more difficult to measure than knowledge and skills. Despite the limitations, the TACCT can monitor new cultural competence curriculum innovations, identify under-addressed curriculum areas, and measure faculty and student perceptions regarding the curriculum.


Educational Objectives

  1. To describe the purpose and basic properties of the Tool for Assessing Cultural Competence Training (TAACT), including number of items and scales, and psychometric properties;
  2. To describe the application of the TAACT to the field of health sciences education;
  3. To evaluate the relative strengths and weaknesses of the TAACT; and
  4. To provide the TAACT and supplemental materials to aid in its administration.

Author Information

  • Jennifer Boardman, PhD: The Commonwealth Medical College

Disclosures
None to report.

Funding/Support
None to report.


References

  1. Brennan A, Cotter V. Student Perceptions of Cultural Competence Content in the Curriculum. Journal of Professional Nursing 2008; 24(3):155-160. http://dx.doi.org/10.1016/j.profnurs.2008.01.003.
  2. Cultural Competence Education; 2005 AAMC; available online at: http://www.aamc.org/meded/tacct/start.htm. Accessed 11/26/05.
  3. Holyfield L, Miller B. A Tool for Assessing Cultural Competence Training in Dental Education. Journal of Dental Education 2013; 77(8):990-997.
  4. Lie D. A Framework for Enhancing and Assessing Cultural Competency Training. Kaohsiung J Med Sci 2009; 25(9):486-492. http://dx.doi.org/10.1016/S1607-551X(09)70555-8.
  5. Lie D, Boker J, Crandall S, DeGannes C, Elliot D, Henderson P, Kodjio C, Seng L. Revising the Tool for Assessing Cultural Compentence Training (TACCT) for Curriculum Evaluation:  Findings Derived from Seven US Schools and expert consensus. Medical Education Online 2008; 13(11):1-9.  10.3885/meo.2008.Res00272.
  6. Matteliano M, Stone H. Cultural Competence Education in University Rehabilitation Programs. Journal of Cultural Diversity 2014; 21(3):112- 118.
  7. Tulman L, Watts R. Development and Testing of the Blueprint for Integration of Cultural Competence in the Curriculum Questionnaire. Journal of Professional Nursing 2008; 24(3):161-166. http://dx.doi.org/10.1016/j.profnurs.2008.01.006.
  8. Watts R, Cuellar N, O’Sullivan A. Developing a Blueprint for Cultural Competence Education at Penn. Journal of Professional Nursing 2008; 24(3):136-142. http://dx.doi.org/10.1016/j.profnurs.2008.01.002.


Citation

Boardman J. Critical synthesis package: tool for assessing cultural competence training (TACCT). MedEdPORTAL. 2015;11:10298. https://doi.org/10.15766/mep_2374-8265.10298