CCHLP - About the Primer
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CCHLP : About the Primer

​​About the Primer

The Cultural Competency and Health Literacy Primer is intended to serve as a free resource guide for health professional educators responsible for training the current and future healthcare workforce.

The Primer was co-created by the Maryland Department of Health and Mental Hygiene's Office of Minority Health and Health Disparities, and the University of Maryland College Park School of Public Health and the Herschel S. Horowitz Center for Health Literacy.

We designed the Primer to provide users with tools and resources to help guide the integration of cultural and health literacy competencies into everyday healthcare practice.
The Primer’s six modules for instruction can be customized to fit different teaching and learning environments.
Many concepts overlap and are addressed in multiple modules.

Each module outlines learning objectives along with supplementary teaching resources:
          • Sample course curricula
          • Webinars and other self-guided learning resources
          • Web-based educational films and video clips
          • Podcasts
          • Case studies (print and video format)
          • Clinical and field application resources

 The Primer uses a framework that promotes health through the Patient/Client’s Worldview.
The framework of modules and learning objectives represent a core set of knowledge, skills, and attitude competencies derived from an analysis of both the Tool for Assessing Cultural Competence Training (TACCT) developed by the Association of American Medical Colleges and further refined by Lie and others and a set of health literacy competencies identified by Coleman and others through a modified Delphi consensus study. (References below)
Due to copyright protections, and general professional courtesy, users of the Primer should be mindful of the need to request permission from the authors of the various resources prior to any reproduction of materials.

In addition, all adapted materials should be properly attributed to the authors of the original resource.

Coleman, Hudson, Maine, Culbert. Health Literacy Competencies for Health Professionals: Preliminary results of a Modified Delphi Consensus Study. (Publication in preparation).

Lie DA, Boker J, Crandall S, DeGannes CN, Elliott D, Henderson P, Kodjio C, Seng L. Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation: Findings derived from seven US schools and expert consensus. Med Educ Online [serial online] 2008;13:11.
How can resources in the Primer assist in training health professionals?

The process of acquiring cultural and health literacy competency is a lifelong journey.
Much of the journey for health professionals is about learning “why” and “how” to:
     • Become more cognizant of one’s own cultural orientation (both personal
     and professional) and its effect on interactions with patients/clients

     • Communicate more effectively with patients and clients

     • Conduct comprehensive medical histories that also include health
     literacy, social, economic, and cultural identity factors that are of
     significance to the patient/client’s perception of his or her health status
     and ability to adhere to prescribed prevention and treatment regimens

     • Negotiate development of care management and treatment plans that
     take into consideration the different individual, family and community-
     level variables that affect, and are affected by, the individual
     patient/client’s life and health experiences

     • Implement clinical, programmatic, and policy strategies that effectively
     reduce disparities in healthcare among population groups.
The resources included in the Primer address the skills above and many other learning objectives outlined in the six modules.

Although demonstration of knowledge, skills and attitudes related to cultural and health literacy competencies are essential for effective cross-cultural understanding, communication, and delivery of patient-centered care, they are not discrete technical competencies that can be acquired through a specified number of training sessions.
Rather, these are competencies that are developed over the life course of a health professional who desires to provide the highest possible quality of care to patients and clients.