Teaching intercultural competence in Spanish faculties of medicine: what do medical educators think?
Using anonymous online questionnaires, this exploratory cross-sectional study adopts a descriptive approach to analyse how intercultural competence (IC) is conceptualised, taught, and perceived by 125 medical educators in Spain. The findings indicate that formal IC training is limited and many educa...
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| Tipo de documento: | artigo |
| Data de publicação: | 2026 |
| País: | España |
| Recursos: | Universidad de Alcalá (UAH) |
| Repositório: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | espanhol |
| OAI Identifier: | oai:dnet:ebuahbibliot::980b83df556c6f781dec7ee4a97195c4 |
| Acesso em linha: | http://hdl.handle.net/10017/69402 https://dx.doi.org/10.6018/edumed.713681 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Intercultural competence Medical curricula Migrant patients Healthcare interpreting Competencia intercultural Currículum médico Pacientes migrantes Interpretación sanitaria Filología Philology |
| Resumo: | Using anonymous online questionnaires, this exploratory cross-sectional study adopts a descriptive approach to analyse how intercultural competence (IC) is conceptualised, taught, and perceived by 125 medical educators in Spain. The findings indicate that formal IC training is limited and many educators rely on informal or experiential learning, which leads to conceptual ambiguity and raises doubts about whether IC can be systematically developed without clear pedagogical frameworks. Preparedness to teach IC is also uneven, resulting in inconsistent teaching practices and weak curricular integration. Although around half of the participants include IC-related content, it is usually addressed indirectly rather than through dedicated modules. Institutional support is perceived as insufficient, with key barriers including lack of teacher training, curriculum overload, and unclear priorities. Despite its relevance in diverse clinical contexts, collaboration with interpreters and intercultural mediators is rarely included in teaching. In sum, this paper highlights the need for clearer conceptual frameworks, more structured curricula, and stronger institutional commitment to IC in Spanish medical education to ensure culturally responsive and equitable healthcare. |
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