Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation: Findings derived from seven US schools and expert consensus

Abstract

Background: The 67-item TACCT currently used for needs assessment has potential for evaluating evolving cultural competence (CC) curricula. Purpose: To validate a shortened, more practical TACCT measure. Methods: The 67-item TACCT was administered to students and course directors at US schools. Course directors and students reported which of 67 TACCT items were taught. Intraclass correlation coefficients (ICC) examined faculty-student agreement. Under-addressed content was identified. A new and shortened TACCT configuration was proposed and validated with expert educator input. Results: Across-school faculty and student response rates ranged from 75% to 100%. Aggregate ICC was 0.90 (95% CI: 0.84, 0.94) for the 67-item TACCT, demonstrating faculty-student agreement. Experts agreed on reduction from 67 to 42 items and domain revision from five to six domains to match under-addressed content. Item analysis showed high internal consistency for all 6 new domains and the total revised 42-item TACCT. Conclusions: A shorter, more practical TACCT measure is valid and reliable and focuses on underaddressed CC content. Use for curricular evaluation is suggested. Keywords: cultural competence, curriculum tool, evaluation, validation