Table 5.

Cronbach’s alpha coefficients and corrected item-total score correlation coefficients for 42 items comprising the revised TACCT^a,^b

Cronbach alpha for Knowledge = .914, Skill = .923, Attitude = .857 (42-item TACCT)

Total new 42-item TACCT ICC for students and faculty responses = .905

DOMAIN I - Health Disparities (α = .872)
Learning Objectives	ri-t
K-1. Define race, ethnicity and culture (DIK1c)	.507
K-2. Identify patterns of national data (D1K3)	.557
K-3. Describe patterns of health disparities (DIIIK5)	.593
K-4. Identify key areas of disparities (DIVK4)	.691
K-5. Discuss barriers to eliminating health disparities (DIVK6)	.690
S-1. Concretize epidemiology of disparities (DIS3)	.546
S-2. Gather and use data 2010 (DIIIS6)	.415
S-3. Critically appraise lit. on disparities (DIVS1)	.590
A-1. Recognize disparities amenable to intervention (DIVA1)	.667
A-2. Value eliminating disparities (DIVA3)	.653
DOMAIN II Community Strategies (α = .845)
Learning Objectives
K-1. Describe challenges in cross-cultural community (DIIK3)	.486
K-2. Understand population health variability (DIIK5)	.475
K-3. Describe community-based elements (DIVK5)	.645
K-4. Identify community beliefs and health practices (DVK1)	.607
S-1. Collaborate with communities (DIIS4)	.608
S-2. Describe methods to identify community leaders (DIVS2)	.605
S-3. Propose a community-based health intervention (DIVS3)	.647
A-1. Value and address social health determinants (DIIA3)	.607
DOMAIN III - Bias/Stereotyping (α = .827)
Learning Objectives
K-1. Identify how race and culture relate to health (DIK2)	.452
K-2. Identify physician bias and stereotyping (DIIIK2)	.577
S-1. Demonstrate strategies to address/reduce bias (DIIIS1)	.701
S-2. Describe strategies to reduce physician bias (DIIIS2)	.713
S-3. Show strategies to reduce bias in others (DIIIS3)	.615
A-1. Value historical impact of racism (DIVA2)	.529
DOMAIN IV - Communication skills specific to cross-cultural communication (α = .875)
Learning Objectives
K-1. Recognize patients’ healing traditions and beliefs (DIIK2)	.542
K-2. Describe cross-cultural communication models (DVK2)	.605
S-1. Discuss race and culture in the medical interview (DIS1)	.531
S-2. Elicit a culture, social and medical history (DVS1)	.660
S-3. Use physician assessment tools (DIS2)	.408
S-4. Elicit information in family-centered context (DIIS3)	.537
S-5. Use negotiating and problem-solving skills (DVS2)	.664
S-6. Assess and enhance adherence (DVS4)	.709
A-1. Respect patient’s cultural beliefs (DVA1)	.696
A-2. Nonjudgmental listening to health beliefs (DIIA2)	.610
DOMAIN V - Use of Interpreters (α = .857)
Learning Objectives
K-1. Describe functions of an interpreter (DVK4)	.767
K-2. List effective ways of working with interpreter (DVK5)	.735
S-1. Identify and collaborate with an interpreter (DVS3)	.685
DOMAIN VI - Self-reflection, culture of medicine (α = .803)
Learning Objectives
K-1. Describe the physician-patient power imbalance (DIIIK4)	.526
S-1. Recognize institutional cultural issues (DIISV)	.491
S-2. Engage in reflection about own beliefs (DIIIS4)	.641
S-3. Use reflective practices in patient care (DIIIS5)	.634
A-1. Value the need to address personal bias (DIIIA5)	.648
Cronbach’s α = .964 for the revised TACCT with 42 items

^aBecause the intraclass correlation coefficient = .905 between medical student and faculty responses on the new TACCT, item analysis statistics were computed using their combined, unweighed response data.

^bCorrelations of each individual item within a domain and the sum score of the domain’s items, corrected by removing the contribution of the individual item from the total score.

^cFor original 67-item TACCT domain (D) and knowledge/skill/attitude (K, S, A) learning objectives referenced in brackets [aren’t these technically parentheses?] in table 5, see http://www.aamc.org/meded/tacct/start.htm¹²