Culturally Responsive Care and Leadership Certificate Program
“The goal of medical education is to prepare physicians to improve health and evolve as evidence evolves. Since the founding of the United States, there have been systemic health and health care inequities grounded in racism, sexism, homophobia, classism, and other forms of discrimination that still permeate our current health system. National data reports from the Agency for Healthcare Research and Quality and the Centers for Disease Control and Prevention show that racial and ethnic minority groups, people who live in poverty, rural and urban underserved communities, and LGBTQ communities disproportionately experience poor health and health care. The current and the next generations of physicians need to be prepared to be responsive to the public health and societal needs of everyone.”
(AAMC, 2022, DEI Competencies Across the Learning Continuum)
The CRCL model was created here at Stritch based on the specific educational experiences and needs of our physicians-in-training across Loyola’s Health Sciences Campus. The base concept “culturally responsive” is an updated approach to earlier work on “cultural competency” and “cultural humility.” As society continues to evolve, and as we grow more interconnected globally, we recognize that it is impossible to achieve a finite sense of cultural competency.
We prepare inclusive and agile physicians who act with humility and curiosity as they care, teach, learn, and lead in dynamic community contexts across the globe. This means developing skills that are nimble and humble, adapting to the needs of patients, being courageous enough to ask—What am I missing? What obstruction spots or biases do I have? – and then translating knowledge and awareness into scripts that more effectively engage patients and unravel the nuances of cultural identities, practices, and lived experience.
Our 4-year curriculum is developmentally sequenced to build in tandem with Stritch's undergraduate medical education curriculum, and CRCL sessions are designed to incorporate dynamic pedagogical approaches to create a transformative learning environment (e.g., intergroup dialogue models, critical self-reflection, case-based clinical role play scenarios).
Questions or inquiries can be sent to: SSOM-Diversity@luc.edu
“The goal of medical education is to prepare physicians to improve health and evolve as evidence evolves. Since the founding of the United States, there have been systemic health and health care inequities grounded in racism, sexism, homophobia, classism, and other forms of discrimination that still permeate our current health system. National data reports from the Agency for Healthcare Research and Quality and the Centers for Disease Control and Prevention show that racial and ethnic minority groups, people who live in poverty, rural and urban underserved communities, and LGBTQ communities disproportionately experience poor health and health care. The current and the next generations of physicians need to be prepared to be responsive to the public health and societal needs of everyone.”
(AAMC, 2022, DEI Competencies Across the Learning Continuum)
The CRCL model was created here at Stritch based on the specific educational experiences and needs of our physicians-in-training across Loyola’s Health Sciences Campus. The base concept “culturally responsive” is an updated approach to earlier work on “cultural competency” and “cultural humility.” As society continues to evolve, and as we grow more interconnected globally, we recognize that it is impossible to achieve a finite sense of cultural competency.
We prepare inclusive and agile physicians who act with humility and curiosity as they care, teach, learn, and lead in dynamic community contexts across the globe. This means developing skills that are nimble and humble, adapting to the needs of patients, being courageous enough to ask—What am I missing? What obstruction spots or biases do I have? – and then translating knowledge and awareness into scripts that more effectively engage patients and unravel the nuances of cultural identities, practices, and lived experience.
Our 4-year curriculum is developmentally sequenced to build in tandem with Stritch's undergraduate medical education curriculum, and CRCL sessions are designed to incorporate dynamic pedagogical approaches to create a transformative learning environment (e.g., intergroup dialogue models, critical self-reflection, case-based clinical role play scenarios).
Questions or inquiries can be sent to: SSOM-Diversity@luc.edu