Original Publication
Open Access

A Revised Curriculum Tool for Assessing Cultural Competency Training (TACCT) in Health Professions Education

Published: July 20, 2009 | 10.15766/mep_2374-8265.3185

Included in this publication:

  • TAACT Inventory.xls
  • TACCT Table.doc
  • TACCT Guide.doc
  • Excel Sample 1.xls

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. A previous version of this publication is available at www.mededportal.org/publication/325.


In 2006, a 67-item curriculum needs-assessment tool named Tool for the Assessment of Cultural Competency Training (TACCT), containing 5 domains of learning specified for cultural competency training, was published on MedEdPORTAL. Since then, seven U.S. schools have shortened and validated the tool for curriculum assessment and evaluation. The revised tool now contains common domains found to be least covered in the curricula, consists of 42 instead of 67 learning objectives, and contains 6 rather than 5 domains. It is more user-friendly than the 67-item TACCT and can be used for longitudinal assessment of newly introduced or revised cultural competency curricula rather than simply for needs assessment. This revised tool is generic in its learning objectives and applies to different disciplines of health professions education. It is also suitable for faculty development, documentation of meeting accreditation standards, and for guiding the introduction of new curricula. The tool can be used by administrators to assess compliance with learning objectives identified for cultural competency training, or for faculty development and tracking ongoing curricula. Some initial training is needed for those not familiar with the learning objectives. Using this tool for faculty development is recommended for those using it for the first time. The revised TACCT has been disseminated at national conferences and has been used by medical schools for faculty development, curriculum design, and curriculum evaluation.

Educational Objectives

After utilizing this resource, users will be able to:

  1. Identify key curricular areas for teaching and learning in cultural competence training.
  2. List learning objectives in the knowledge, skill, and attitude domains for the teaching of cultural competence in health professions education.
  3. Assess learner knowledge, skills, and attitudes in cultural competency.

Author Information

  • Desiree Lie, MD, MSED: University of California, Irvine, School of Medicine
  • John Boker, PhD: Geisinger Healthy Systems: PA
  • Sonia Crandall, PhD: Wake Forest University School of Medicine
  • Chistopher DeGannes, MD: Howard University College of Medicine
  • Donna Elliott, MD, EdD: Keck School of Medicine of the University of So California
  • Paula Henderson, MD: University of California Los Angeles David Geffen SOM
  • Cheryl Kodjo, MD: University of Rochester School of Medicine and Dentistry
  • Lynn Seng, MSED: University of Pennsylvania School of Dental Medicine

This research was supported by National Institutes of Health, National Heart, Lung and Blood Institute, K07 awards, and the AAMC California Endowment CCE (cultural competency education) Award.

None to report. 

Prior Presentations
Poster presented at: Society of Teachers of Family Medicine Predoctoral Meeting; January 2007; Memphis, TN.

Panelist and speaker at: Federation of Associations of Schools of Health Professions (FASHP) Cultural Competence Institute Conference; January 18-21, 2007; Lansdowne, VA. 

Poster presented at: Society of Teachers of Family Medicine National Meeting; April 2007; Chicago, IL, 

RIME poster presented at: American Association of Medical Colleges Annual Meeting; November 4, 2007; Washington, DC


Lie D, Boker J, Crandall S, DeGannes C, et al. A revised curriculum tool for assessing cultural competency training (TACCT) in health professions education. MedEdPORTAL. 2008;4:3185. https://doi.org/10.15766/mep_2374-8265.3185