Background: Cultural competence is the key to democratic and patient-centered treatment, yet, there is no formal education on it in Pakistani medical schools. This study aimed at identifying the gaps in cultural competence education among residents and medical students and also evaluates the effectiveness of interactive teaching methodologies. Methods: The cross-sectional study was conducted with the help of a questionnaire with 120 participants (85 students and 35 residents) responded to a self-assessment questionnaire concerning their knowledge, attitudes, skills, and preferences in teaching. Sixty individuals attended a pilot study based on case-based discussions and role-playing. SPSS version 26.0 was used (significant as p < 0.05). Findings: Exactly 34 (28%) reported past formal training. Self-reported scores of recognizing implicit bias (students: 2.9 ± 1.1, residents: 3.7 ± 1.3), using cultural knowledge (3.3 ± 1.2 vs 4.0 ± 1.5), and structural competency (2.6 ± 1.0 vs 3.3 ± 1.2) were low, with the highest scores in all categories being rated by residents (p < 0.05). An analysis of 60 participants, which occurred after the intervention, reflected that all factors had improved significantly (p < 0.001). The popular choice was blended learning which incorporates lectures and interactive workshops 102 participants (85%), then interactive workshops of 42 participants (35%) and lectures of 18 participants (15%, p = 0.001). Conclusion: Cultural competency education in Pakistan is scanty and sporadic. Systematic training that is context-specific, which finds its place in the medical curriculum, is indispensable in the preparation of healthcare workers to provide culturally responsive and patient-centered treatment.
Hussain et al. (2026) studied this question.