Table 1.

A Framework for Cultural Curriculum for International Medical Graduates (IMGs) in Psychiatry

Mapping IMG Needs and Curriculum Outline
IMG Needs	IMG Competency Based Curriculum Objectives
A. Clinical Training Needs
1. Dyadic level competency (between psychiatrist and patient/family).
i. Cultural awareness, safety, respect, and competence:	Demonstrate cultural competence: Capacity to effectively provide care for the diverse Canadian communities including: First Nations, Métis, and Inuit, Immigration and refugees, Ethnocultural and racialized communities. Differential population needs based on gender and age including children and the elderly. Observe “cultural safety:” Actions that recognize, respect and nurture the unique cultural identity of a person and safely meet their needs, expectations and rights.
ii. Communication:	Use verbal and non-verbal communication skills with patients, families, and professional colleagues. Demonstrate proficiency in comprehension and expression of language, including common local expression and slang. Conduct cross-cultural communication effectively, including expression of emotions and empathy. Work effectively with interpreters and culture brokers.
iii. Assessment, formulation, and treatment:	Conduct comprehensive, patient-centred, culturally appropriate psychiatric assessment with patients of all ages. Collaboratively develop a biopsychosociocultural treatment plan with the patient/family informed by the assessment. Implement, monitor, and revise, as appropriate, a management plan. Deliver evidence-based treatments, including psychotherapy.
2. Systemic level competency.
Canadian health care system:	Understand the Canadian health care system. Become familiar with local jurisdiction, health services, and facilities. Demonstrate adherence and enactment of relevant legislations and professional practice, including appropriate medical documentation.
3. Integrated roles as a specialist:
CanMEDS framework:	Describe, distinguish, and demonstrate the roles under the CanMEDS framework
B. Personal Transitional Training Needs
1. Acculturation and adaptation:	Reflect on own cultural identities, values, and experienced narratives. Identify conflicts, deficits, and strengths related to cultural differences. Identify, choose, and make use of acculturative strategies, resources, and opportunities to negotiate cultural differences and resolve acculturative challenges.
2. Learning styles and strategies:	Reflect on personal and cultural learning styles and strategies. Identify learning gaps and use available resources and deliberate strategies to overcome barriers in learning. Facilitate broadening of learning styles and strategies personally and systemically through interactional dialogue with other learners and faculty.
3. Examsmanship:	Identify potential barriers that contribute to inaccurate results in assessments. Identify strategies, resources, and helpers that can facilitate a more accurate reflection of performance in assessments. Advocate for systemic change for examinations that are inequitable.

CanMEDS (framework delineating physician competency in various roles including medical expert, communicator, collaborator, leader/manager, health advocate, and scholar); IMG, international medical graduate.