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Background <p>Cultural competency and inclusion training are used to address inequalities in care and strengthen equitable health systems. While well established for healthcare professionals (HCPs), the role and design of such training for health research professionals (HRPs) remain underexplored and under-reported in peer-reviewed literature. This review focused on published training interventions for practising HCPs, excluding pre-service training embedded in medical or nursing curricula, in order to inform the development of tailored training for HRPs.</p> Methods <p>A systematic review was performed to synthesise the published literature on cultural competency, diversity and inclusion training delivered primarily to healthcare professionals, to identify transferable elements relevant to health research professionals. A protocol was registered with the University of Leicester <a href="https://doi.org/10.25392/leicester.data.28284974.v1">https://doi.org/10.25392/leicester.data.28284974.v1</a> Searches of four databases were completed in December 2024. Studies were screened against predefined criteria by two reviewers, with risk of bias assessed using the relevant Joanna Briggs Institute (JBI) checklists. A thematic narrative synthesis was undertaken to appraise and integrate findings across a broad and heterogeneous evidence base.</p> Results <p>Twenty-one studies met inclusion criteria. Training formats included face-to-face (38.1%), online (14.3%) and hybrid (47.6%). Most reported short-term improvements in knowledge or attitudes, but few demonstrated sustained behaviour change and only one study targeted HRPs. Co-production, storytelling and flexible design emerged as promising components. Longer-term follow-up was rare.</p> Conclusion <p>Evidence on inclusion training for HCPs demonstrates a range of approaches, such as co-production, reflective activities and flexible delivery, that may be relevant when considering training for HRPs. However, only one study targeted HRPs, highlighting an evidence gap. Future research is therefore needed to examine how such approaches can be adapted, implemented and evaluated within health research settings, including their theoretical grounding, contextual relevance and potential for longer-term impact.</p>

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Cultural competency and inclusion training for healthcare professionals: a systematic review to inform training for health research professionals

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月3日

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  • Emma Beeston,
  • Anisha Chitrakar,
  • Koby Acheampong,
  • Laura J Gray,
  • Sally Singh,
  • Esther Moss,
  • Natalie Darko

摘要

Background

Cultural competency and inclusion training are used to address inequalities in care and strengthen equitable health systems. While well established for healthcare professionals (HCPs), the role and design of such training for health research professionals (HRPs) remain underexplored and under-reported in peer-reviewed literature. This review focused on published training interventions for practising HCPs, excluding pre-service training embedded in medical or nursing curricula, in order to inform the development of tailored training for HRPs.

Methods

A systematic review was performed to synthesise the published literature on cultural competency, diversity and inclusion training delivered primarily to healthcare professionals, to identify transferable elements relevant to health research professionals. A protocol was registered with the University of Leicester https://doi.org/10.25392/leicester.data.28284974.v1 Searches of four databases were completed in December 2024. Studies were screened against predefined criteria by two reviewers, with risk of bias assessed using the relevant Joanna Briggs Institute (JBI) checklists. A thematic narrative synthesis was undertaken to appraise and integrate findings across a broad and heterogeneous evidence base.

Results

Twenty-one studies met inclusion criteria. Training formats included face-to-face (38.1%), online (14.3%) and hybrid (47.6%). Most reported short-term improvements in knowledge or attitudes, but few demonstrated sustained behaviour change and only one study targeted HRPs. Co-production, storytelling and flexible design emerged as promising components. Longer-term follow-up was rare.

Conclusion

Evidence on inclusion training for HCPs demonstrates a range of approaches, such as co-production, reflective activities and flexible delivery, that may be relevant when considering training for HRPs. However, only one study targeted HRPs, highlighting an evidence gap. Future research is therefore needed to examine how such approaches can be adapted, implemented and evaluated within health research settings, including their theoretical grounding, contextual relevance and potential for longer-term impact.