PURPOSE Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students. METHODS A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits. RESULTS Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice. CONCLUSION Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.

中文翻译：

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文化能力教育在增强本科健康科学专业学生的知识获取，绩效，态度和学生满意度方面的有效性：范围回顾。

目的医疗保健方面的文化能力有助于提供对文化敏感的高质量服务。范围界定审查旨在提供可用证据的概述，并检查用于增强本科生健康科学学生的文化能力的基于课堂的干预策略的有效性。方法在包括Cochrane图书馆，Medline和Emcare在内的数据库中进行了全面而系统的文献检索。如果文章采用实验研究设计来评估健康科学各学科的大学生基于课堂的文化能力教育，则这些文章是合格的。两位审稿人使用图表表独立筛选和提取了与研究和参与者特征有关的相关数据。结果包括知识，态度，技能和感知收益。结果分析了十项研究。在干预的方式，频率和持续时间方面，存在着多种多样的文化教育方法。对于知识成果，经历文化教育干预的学生产生的测验后分数高于其基线文化知识，但与未接受干预的学生的分数没有显着差异。与技能领域有关的数据在经历干预后对学生产生了积极影响。总体而言，学生对自己的经历感到满意，并表现出对文化称职实践的信心和态度得到了改善。结论在整个健康科学学科中，文化能力干预措施被证明可以有效地增进知识获取，技能，态度和学生满意度的表现。有必要进行进一步的研究来解决当前文献中控制臂的严重缺失，并评估长期影响和与患者相关的结局。