Table 2.
Categories of content of the focus-group transcripts
| Goals and topics of training | Hits |
| Background knowledge: | 63 |
| Introduction into culture and health | 8 |
| Range of patients’ and relatives’ expectations/perceptions | 34 |
| Basic information for clinical practice | 21 |
| Communication tools/techniques for patient-centred care: | 48 |
| Investigating patient’s reality/projects/needs | 16 |
| Handling inhibitions | 6 |
| Interpreting forms of cultural expressions | 4 |
| Managing tensions between patient and health care system | 4 |
| Establishing rapport | 2 |
| Displaying commitment in communication | 2 |
| Embracing a human attitude (savoir-être) | 2 |
| Overcoming language barriers | 2 |
| Listening | 1 |
| Negotiating institutional rules | 1 |
| Managing non-verbal communication | 1 |
| Explaining palliative care to culturally diverse patients | 1 |
| Collaboration: | 10 |
| Interprofessional collaboration | 3 |
| Collaboration with relatives | 7 |
| Reflection on culture and values: | 26 |
| Cultural diversity among clinicians | 8 |
| Self-reflection (impact of clinicians’ own culture and stereotypes) | 8 |
| Tensions that result from cultural difference | 6 |
| Organization of the training system | Hits |
| Integration of transcultural training into existing training programs | 43 |
| Undergraduate education | 14 |
| Postgraduate education | 9 |
| Interprofessional continuing education | 20 |
| In palliative care | 16 |
| In cross-cultural care | 4 |
| Intervention throughout the training curriculum | 6 |
| Extensions beyond specialised palliative care | 13 |
| Cross-cultural education for related medical fields | 8 |
| Introduction on palliative care for interpreters and experts in cross-cultural care | 3 |
| Cross-cultural education for non-specialized palliative care | 2 |
| Interprofessional training (e.g. Congresses, Symposia, Seminars) | 14 |
| Differentiation of training according to disciplines | 9 |
| Risks | 8 |
| Clinicians’ lack of time for continuing education | 4 |
| Low motivation because of lack of time spent with patients | 2 |
| Overfilled palliative care curricula | 1 |
| Overfilled undergraduate medical curricula | 1 |
| Teaching methods | Hits |
| Face-to-face theoretical teaching (Lectures) | 7 |
| Practical training | 19 |
| Workshops with case discussions | 6 |
| Role plays | 6 |
| Immersive experiences | 6 |
| Comparative approaches of two cultures | 1 |
| Interprofessional work experience | 4 |
| Coaching | 17 |
| Supervisions, colloquia | 11 |
| Mentoring | 4 |
| Exemplarity | 2 |
| Independent learning | 2 |
| Training tools | 5 |
| Toolbox (leaflets, catalogues) | 2 |
| Platforms health and spirituality’ | 1 |
| Telecommunication tools | 1 |
| E-learning platforms | 1 |