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Hi Stéphanie, I don't know of standardised assessment tools for knowledge and attitudes on diversity, but I do remember a painful experience we had about ten years ago when evaluating the effects on medical students of a course on "cultural differences". The students were given a lot of information about the different migrant groups in the Netherlands. At the same time, the dangers of stereotyping were stressed. Unfortunately the second message seemed to get cancelled out by the first. On a scale to measure stereotyped attitudes towards migrants, scores were higher after the course than before! Moral - if you teach students "this is what Moroccans (e.g.) are like, but bear in mind that some of them are not", they may remember the first part of the message better than the second. However, if we are too worried about such things, we may end up banning the collection of comparative data on migrant and minority groups altogether, on the grounds that it encourages stereotyping. Maybe the important message for students is that there really is a devil's dilemma here..... Good luck! David Prof. J.D. Ingleby Centre for Social Science and Global Health University of Amsterdam Nieuwe Achtergracht 166 Building B room B8.01 1018 WV Amsterdam The Netherlands http://www.uva.nl/profiel/j.d.ingleby ________________________________ Van: Health of minority ethnic and migrant communities [[log in to unmask]] namens Stéphanie De Maesschalck [[log in to unmask]] Verzonden: dinsdag 24 juli 2018 11:18 Aan: [log in to unmask] Onderwerp: Question for medical trainers: medical students' assessment of diversity knowledge/attitudes Hello again Isn't summer the greatest time to work on all these things for which one is lacking time during academic year ;)? So here's my second question for today, this time for medical educators. We are looking for a questionnaire or assessment method on diversity for medical students. This september, a new family medicine curriculum is starting in Flanders, and we would like to assess medical students knowledge and attitudes at the beginning of the 3-year curriculum, and repeat the same test in year 2 and 3 and at the end. However: we explicitly want to focus on broad diversity, meaning that we do not only want to involve ethnic-cultural diversity, nut also social and gender diversity issues. We have been doing some literature search, have come across some cultural competence assessments, however none is matching our "broad" diversity, or intersectionality, approach. Has anyone of you the same plans? Or has anyone of you already been working on this? Please let us know! Thank you! For the Flemish interuniversity group on diversity in health(care), Stéphanie De Maesschalck, Ghent University Kristin Hendrickx, Winny Ang and Louis Ferrant, Antwerp University David Vanneste, University of Leuven Hakki Demirkapu, Free University of Brussels ________________________________ To unsubscribe from the MINORITY-ETHNIC-HEALTH list, click the following link: https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=MINORITY-ETHNIC-HEALTH&A=1 ######################################################################## To unsubscribe from the MINORITY-ETHNIC-HEALTH list, click the following link: https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=MINORITY-ETHNIC-HEALTH&A=1