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Cultural and Linguistic Competence Trainee Self-Evaluation

Documents
Promoting Cultural and Linguistic Competency Self-Assessment Checklist (23KB) [download]
Portions of the ILP Plan Used [download]
Examples of Past Learning Plans [download]

Briefly describe the activity and its purpose.

At the beginning of the year, trainees take the Promoting Cultural and Linguistic Competency Self-Assessment Checklist from the National Center on Cultural Competency (see "Documents"). This checklist is intended to heighten the awareness and sensitivity of trainees to the importance of cultural and linguistic competence in health, mental health and human service settings. It provides examples of the beliefs, attitudes, values and practices which foster cultural and linguistic competence in individuals. There are no correct responses. However, trainees should reflect on their responses and discuss them with faculty mentors and clinical preceptors. They develop an Individualized Learning Plan (ILP) based on the results of the self-assessment. Faculty and trainees look at where trainees are and identify things to work on throughout the year.

Trainees have three designated opportunities to reflect on their experiences in course, clinical, and community work. They reflect on "This is what I do, what I learned, what I want to do, and what I think needs improvement."

The training strategy is evaluated using the Cultural Competence and Family Centered Care subsections of the Individualized Learning Plan and incorporates the trainee's reflections from the Cultural Competency Self-Assessment. The ILP helps the faculty guide the trainee's experiences to build core LEND competencies. At a minimum, trainees meet with faculty to complete the ILP at the start of the program, mid training (after 15 weeks), and at the end of the program. Most faculty use the ILP during their weekly supervision meetings and encourage trainees to use the ILP as a road map for learning.

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