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VOL. 12, ISSUE 9 (2025)
Medical education in the face of cultural and religious diversity
Authors
Marin Ortega, Cristihian Gabriel
Abstract
The growing cultural and religious diversity
in today's societies requires a profound transformation in medical education to
ensure equitable and quality healthcare. This study synthesises the evidence on
the effective integration of these dimensions into medical curricula, analysing
the transition from a cultural competence approach—criticised for promoting
static stereotypes—to one of cultural humility, based on continuous
self-reflection, recognition of one's own limitations, and appreciation of the patient's
lived experience. Systemic barriers in clinical practice are identified, such
as divergent explanatory models of disease, ethical conflicts in
decision-making, and limitations in intercultural communication. Curricular
implementation faces challenges such as a lack of diverse representation in the
teaching staff, institutional resistance, and insufficient assessment of these
competencies. Innovative pedagogical models are proposed that combine
problem-based learning, standardised patients, and rotations in diverse
settings, along with continuous assessment strategies and validated tools.
Teacher development and collaboration with community and religious leaders
stand out as key elements in creating inclusive institutional environments and
explicit diversity policies. It is concluded that training in cultural humility
should be integrated across the board and extended beyond the degree level,
through continuing medical education, to prepare professionals to navigate
multicultural healthcare contexts and ensure person-centred care.
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Pages:78-84
How to cite this article:
Marin Ortega, Cristihian Gabriel "Medical education in the face of cultural and religious diversity". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 9, 2025, Pages 78-84
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