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Table 4 Intervention setting, target group and delivery mode

From: Health workforce cultural competency interventions: a systematic scoping review

Publication Intervention setting and target group Delivery mode
Aboriginal Workforce (2015) [50] All health staff in a state based health system, encompassing primary and secondary health settings. State-wide intervention delivered through a 2-h eLearning component and 6-h face-to-face workshop.
Abbott (2014) [39] Training event for GP Supervisors (n = 71) and Medical Educators (n = 4). Intervention delivered through two non-mandatory GP Supervisor training days involving practitioners from various practice sites.
Brathwaite (2006) [40] Public Health Nurses (n = 75) employed at a Public Health Department. The cultural competence program ran two-hour workshops over five consecutive weeks, with one booster session at 1 month. The intervention was delivered through one organisational site.
Chapman (2014) [38] Emergency Department staff including nursing, clerical and allied health staff (n = 44) from in a hospital setting. Three 2-h workshops delivered over 6 weeks to staff at one site.
Dingwall (2015) [42] Training completed over one-year by health staff of diverse professions (n = 138) attending one of ten training courses held in various locations. Multiple health professionals working across the state.
Hinton (2012) [41] Training held for the Alcohol and Other Drug (AOD) workforce (n = 59), including AOD workers and counsellors, mental health and allied health workers. Four 1-day training workshops held over a period of 2 years for members of two AOD workforce network agencies.
Khanna (2009) [46] Healthcare providers and administrators (n = 60). 4 h long cultural competency training delivered to healthcare professionals working across two large regional medical groups.
Kutob (2009) [47] Family Medicine Residents (n = 122). A 1-h internet-based cultural competency course trialled on a national sample.
Liaw (2015) [52] GP clinics (n = 10) and their staff. Half-day cultural respect workshop, toolkit and cultural mentor to support a clinic re-design process implemented across numerous GP clinics in one region.
Lopez-Viets (2009) Ethnic minority junior faculty members at a University (n = 9). A four-year culturally centred mentorship program delivered in one University.
McElmurry (2009) [45] Health care professionals and students (n = 386) across 5 ambulatory care sites. A 3-year demonstration project offering training to health staff across a large regional health service network involving 5 healthcare sites. A six-session cultural workshop series and intensive Spanish language classes were offered as either an 8-week class series or 1–3-week integrated immersion program.
McGuire (2012) [45] Health professionals (n = 63). Education DVD delivered to healthcare professionals state-wide through conferences, community meetings and clinic training. A life nationwide webcast and satellite conference was also offered, and the training was accessible online. 26 states were represented in the webcast.
McRae (2008) [51] Pharmacists (n = 12) and Aboriginal Health Workers (AHW) (n = 47). Pharmacists and AHW’s based across 10 localities throughout a large regional area. Pharmacists attended an education weekend which included a 4-h cultural awareness session. The health worker education program occurred over 4 sessions ranging from 30 min to 1.5 h.
Salman (2007) [48] Nursing staff (n = 202) in hospital settings. Training was provided to nurses working across two major tertiary hospitals.
Thom (2006) [49] Primary care physicians (n = 53) across diverse health care practice settings. Intervention was implemented across four diverse health care practice sites. Three modules could be delivered as one half-day training or 3 separate sessions of 1–1.5 h.
Wu (2006) [43] Medical residents delivering care to Spanish speaking parents (n = 250) in one large teaching hospital. 30-min group cultural workshop and two individual cultural mentoring sessions delivered to medical residents in one practice setting.