• "“To address these issues, the Liaison Committee on Medical Education (LCME) has mandated that all medical schools in the United States and Canada include cultural competency among their central educational outcomes. Exactly how this goal is implemented, however, is unclear. Although many have recommended the expansion of multicultural education, even use of the term “cultural competency” is controversial, and often cultural competency initiatives are implemented without an explicit link between the notion of working with culturally diverse populations and the other part of the LCME directive: the need for medical students 'to recognize and appropriately address gender and cultural biases in health care delivery.' There is a distressingly common failure to connect the idea of diversity with the underlying core concept of social justice in health care.” (Kumagai & Lypson, 2009)
   

• "We believe that full implementation of such requirements will eventually alter the culture across all areas of medicine. It certainly appears likely that accreditation, particularly with inclusion and emphasis on diversity and cultural competence, also will be able to effect significant change. Modeling aspects of the approaches taken by ACGME and ABMS would provide a major step toward attaining the goal of producing a diverse workforce capable of proffering quality care to a diverse society." (The Role of Accreditation in Increasing Racial and Ethnic Diversity in the Health Professions, 2004)
   

• “Academic medicine has responded with a steady increase in efforts to train physicians to provide high-quality, culturally competent care. The American Association of Medical Colleges considers skills in cultural competence to be essential for the provision of quality health care to a diverse patient population, and the Liaison Committee for Medical Education has emphasized the need for training in cultural competence in medical schools. The American Medical Association has stated that to be culturally competent, physicians must be able to provide patient-centered care by adjusting their attitudes and behaviors to the needs and desires of different patients, including accounting for the impact of emotional, cultural, social, and psychological issues on the main biomedical ailment. The ACGME has gone a step further by inserting the requirement that residents must demonstrate cultural competence by showing sensitivity and valuing diversity of patients and colleagues. This in turn requires complex integration of knowledge of the effects of culture on others’ beliefs and behavior, attitudes of the patient and physician, and communication skills.” (Campbell, Sullivan, Sherman & Magee, 2011, pp.126-127)
   

RE-CERTIFICATION REQUIREMENTS:
 

• “Physicians keep their certification active by maintaining the following competencies which form the foundation of the ABMS Programs for Maintenance of Certification (ABMS MOC®)...Professionalism: Demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles and sensitivity to diverse patient populations.”(ABMS)
   

• "All applicants and CPMs are required to complete a workshop, module, or course on Cultural Competency for certification and recertification. Approved Courses/Modules are:

  • A course on cultural competency within a midwifery education program accredited by MEAC or a specific state approved midwifery education program

  • A course on cultural competency within a state approved medical/health education program

  • A cultural competency course offered as a workshop accredited for CEUs by MEAC." (NARM, 2013)
     

• For recommendations regarding future needs regarding midwifery certification, recertification and accreditation to promote equity in midwifery education​, see Future Needs

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GENERAL US INFORMATION:
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• Summary of the Current Context of Midwifery Education and Training in the US
   

• Glossary and Table of Acronyms 
  related to the Profession, Regulation and Education of US Midwives >>>