Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study

As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of competence in education. Responding this necessity requires the establishment education that is oriented toward sustainability. This study aimed investigate HPEs’ perceptions at Qatar University-Health Cluster (QU-HC). A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs QU-HC responding Multicultural Teaching Competency Scale (MTCS). qualitative included 3 focus groups (FGs) with 22 guided by Campinha-Bacote’s (1999) model competence. Thematic analysis applied analyze FGs data. Seventy-one responded MTCS (response rate 60.2%), and twenty-two attended FGs. demonstrated moderate awareness (total mean = 57 ± 7.8). revealed exhibited responsive teaching, but individual institutional factors needed improvement. expands upon existing literature concerning impacts on teaching learning aspects health profession programs, specifically within Middle East context. It recommended programs intensify orientation provided educators, reanalyze curricular content serve diverse patients, explore innovative approaches embrace