Table 3.

Characteristics, results, and measures of the individual studies included in the scoping review

Ref.	Year	Country	Method	Study group	N	Diversity dimension	Duration	Effect	Measures
[29]	2024	Germany	Mixed-methods	Mental health professionals	173	Transcultural competence	6 weeks	− Awareness and participation improved. − No improvement in transcultural challenges.	Self-report (transcultural competence (OnTracc); training satisfaction)
[30]	2021	South Korea	Mixed-methods	Healthcare professionals	42	Cultural competence	7 × 15–30 min	− No effect identified.	Self report (feasibility (EL-CCP); preliminary efficacy (CCSN-SF); organizational cultural competence measure for human service agencies; migrant trust and satisfaction)
[31]	2019	USA	Quantitative	Employee	3016	Gender and race	68 min	− Training boosted support for women. − Participants recognized their own gender biases more and demonstrated improved behavior. − Positive effects on gender-inclusive intentions. − Spillover effects from gender bias training on racial bias topics.	Self-report (attitudinal support for women; gender bias acknowledgment; racial bias acknowledgment; gender-inclusive intentions)
[32]	2018	USA	Quantitative	Healthcare professionals	1745	Cultural competence	4 × 5–15 min	− Most participants recognized that minorities experience bias in care, which affects decisions and stereotypes. − That clinical experience, religion, and spirituality influence responses to illness was acknowledged.	Self-reported skills (bias, stereotype, diet, religion)
[33]	2023	USA and Pakistan	Mixed-methods	Healthcare professionals	29	Cultural competence and sensitivity	6 weeks	− Participants found the training valuable. − Pakistani and US doctors improved intercultural care and saw cultural competence training as necessary.	Self-report (Clinical Cultural Competency Questionnaire (CCCQ))
[34]	2020	USA	Quantitative	Employee	433	Belief generation and cross-cultural concepts	Few minutes	− All groups improved through cultural interactions. − Belief generation enhanced cultural learning.	Measures inside a simulation (process data, belief entries, feedback analysis) and a performance quiz
[35]	2022	USA	Quantitative	Healthcare professionals	158	Prejudices	Few minutes	− Participation in the simulation reduced negative emotions and attitudes post-training. − A single simulation proved insufficient in changing patient attitudes or behavior.	Self-report with non-validated scales (emotional reactions, expectations, attribution error, internal/external motivation to respond without prejudice)
[36]	2022	USA	Quantitative	Healthcare professionals	40	Transgender and nonbinary	28 × 60–90 min	− Genetic counseling self-efficacy and knowledge improved significantly. − Participants reduced the gender-affirmation knowledge gap. − The online program was well-received.	Multiple-choice questions (comfort working with TGNB patients; impact of education on knowledge; clinical self-efficacy)
[37]	2019	Australia	Quantitative	Healthcare professionals	53	Cultural competence	4 × 30 min	− Online tools with short interventions were considered helpful. − Participants gained new skills for minority patient care. − Participants described effectiveness as helpful.	Self-report with partly non-validated scales (experience of using and satisfaction with the online program; self-rated competence in communicating with minority patients; practices and attitudes while interacting with people with limited English proficiency; relative responsibility of health professionals and hospitals to adapt to the needs of people from minority backgrounds)
[38]	2022	USA	Quantitative	Mental health professionals	121	LGBTQ	11 weeks	− Participants improved in LGBTQ competence, cognitive behavioral therapy (CBT) knowledge, skills familiarity, and use. − Training did not affect LGBTQ cultural humility.	Self-reports and knowledge tests (Sexual Orientation Counselor Competency Scale (SOCCS) – skills subscale; multidimensional cultural humility scale (MCHS); minority stress knowledge; CBT/LGBTQ-affirmative CBT knowledge; familiarity with and use of LGBTQ-affirmative CBT skills; LGBTQ-affirmative CBT skills measured through simulated practice)
[39]	2021	USA	Quantitative	Healthcare professionals	192	Disability competent care	1 h	− Following the training, participants engaged in more meaningful, patient-centered actions. − Shift toward the social model of disability, focusing on the care environment and treatment barriers.	Quantitative assessment (conceptualizations of disability; action steps to facilitate disability-competent care; training effectiveness; self-assessed knowledge gain)
[40]	2022	Iran	Quantitative	Nurse educators	65	Cultural competence	3 × 2 h	− Participants in the intervention improved their cultural competence. − Competence increased in all areas: awareness, knowledge, skills, encounters, desire, and teaching.	Self-report (Cultural Diversity Questionnaire for Nurse Educators (CDQNE); Cultural Diversity Questionnaire for Nurse Educators revised (CDQNE-R); Transcultural Teaching Behaviors (TTB))
[41]	2021	Israel	Quantitative	Healthcare professionals	154	Cultural competence	30 min	− Participants found training helpful and improved cultural competence in encounters, knowledge, skills, and attitudes.	Self-report (Clinical Cultural Competency Questionnaire (CCCQ) with adaptation)
[42]	2021	USA	Qualitative	Teacher	36	Cultural awareness	3 meetings	− Collaborative teaching improved analysis methods. − The intervention offered practical experience teaching bilingual students online and on-site. − Helped teachers develop skills in dealing with diverse students.	Qualitative analysis
[43]	2022	USA	Quantitative	Mental health professionals	523	Intercultural competence	3 × 90 min	− Awareness and knowledge increased with each webinar and remained steady after two weeks. − White participants experienced the most considerable increase in awareness after the first webinar.	Self-report (knowledge scale for cross-cultural psychiatric training; professionals’ awareness of competencies for supporting)
[44]	2020	USA	Quantitative	Mental health professionals	11	Intercultural competence	6 weeks	− Participants improved their cultural competencies.	Self-report (Clinical Cultural Competence Questionnaire (CCCQ) with adaptation)
[45]	2018	USA	Quantitative	Healthcare professionals	26	Cultural Competence and LGBTQ	1 h	− No effects.	Self-report (LGB knowledge and attitudes (LGB-KASH); AttitudesTAoward Transgender Individuals Scale (ATTIS); LGBT skills; LGBT knowledge; social desirability)
[46]	2021	USA	Qualitative	Faculty member	21	Cultural competence	6 units	− Participants recognized their biases and privileges. − Participants developed a deeper understanding of others’ experiences. − Participants felt more competent in showing inclusive behavior. − Learning process proved effective.	Qualitative analysis
[47]	2020	Australia	Quantitative	Mental health professionals	38	Nonbinary	1 unit	− Significant increase in perceived knowledge before and after the training. − No change in attitudes. − Increase in confidence in one’s competence.	Self-report (perceived knowledge; attitudes towards the inclusion of transgender women in domestic violence services scale)
[48]	2018	USA	Quantitative	Mental health professional	423	Cultural competence	1 h	− Participants increased their knowledge and expressed a desire for further training. − Self-reports of behavior changes and increased confidence in practice.	Self-report without validation (evaluation of the module)
[49]	2023	Germany	Mixed-methods	Educator	81	Intercultural competence	Many days	− Training was well-rated, especially for professionalization and practicality. − Less effective in migrant-heavy settings, with lower improvements in practice. − Participants who felt interculturally competent showed defensiveness, needing greater trainer attention.	Evaluation questionnaire and interviews
[50]	2018	USA	Quantitative	University staff	108	Diversity	4 weeks	− Online training was practical in fostering cultural competence and learning. − Training increased participants’ appreciation of diversity in education. − Participants gained a greater awareness of social privileges following the training. − Training enhanced willingness to learn about others’ experiences and cultures.	Self-report (value of diversity; awareness of privilege; openness to learning; self-efficacy; geographic background; online communication preference)
[51]	2022	Romania	Quantitative	Mental health professionals	86	LGBTQ	2 days	− Most found the training informative and helpful; nearly all would recommend it. − Reduced explicit/implicit bias and improved LGBTQ-affirmative skills. − No significant differences between face-to-face and online training results.	Self-report (modern homonegativity scale; sexual orientation implicit association test; sexual orientation provider competency scale; gay affirmative practice scale; gay affirmative practice scale; LGBTQ-affirmative practice intentions)