Original Publication
Open Access

Tool for Assessing Cultural Competence Training (TACCT)

Published: July 24, 2006 | 10.15766/mep_2374-8265.325

Included in this publication:

  • Tools for Assessing Cultural Competence Training (TACCT).pdf

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Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications. An updated version of this publication is available at www.mededportal.org/publication/3185.

Abstract

This is a resource for measuring teaching and learning of cultural competence in the undergraduate medical school curriculum. Given increasing diversity in the U.S. population and continued evidence of health and health care disparities, it is critically important that health care professionals are educated on how their own and their patients' demographic (e.g., gender, income, race and ethnicity, etc.) and cultural (e.g., language, religion, etc.) factors influence health, health care delivery, and health behaviors. In 2000, the Liaison Committee on Medical Education introduced two standards about cultural competence that inspired medical schools to integrate cultural competence education into the undergraduate curriculum. The Tool for Assessing Cultural Competence Training (TACCT) was developed to advance these efforts.

TACCT is a 67-item self-administered assessment tool that can be used by medical schools to examine all components of the entire medical school curriculum. TACCT enables schools to identify gaps and redundancies in their curricula; gather information from various stakeholders such as students and faculty; and serves as a blueprint of where, what, and when cultural competence content exists in the curriculum. This enables schools to make the best use of opportunities and resources to integrate cultural competence content. The TACCT can be used for both traditional and problem-based curricula.

Educational Objectives

After utilizing this resource, users will be able to measure the cultural competence of medical students.


Author Information

  • Desiree Lie, MD, MSED: Association of American Medical Colleges

Disclosures
None to report.

Funding/Support
None to report.


References

  1. Betancourt JR. Cross-cultural medical education: conceptual approaches and frameworks for evaluation. Acad Med. 2003;78(6):560-569. http://dx.doi.org/10.1097/00001888-200306000-00004
  2. Tervalon M. Components of culture in health for medical students' education. Acad Med. 2003;78(6):570-576. http://dx.doi.org/10.1097/00001888-200306000-00005
  3. Kagawa-Singer M, Kassim-Lakha S. A strategy to reduce cross-cultural miscommunication and increase the likelihood of improving health outcomes. Acad Med. 2003;78(6):577-587. http://dx.doi.org/10.1097/00001888-200306000-00006


Citation

Lie D. Tool for assessing cultural competence training (TACCT). MedEdPORTAL. 2006;2:325. https://doi.org/10.15766/mep_2374-8265.325