ArticleBMC medical education2026
Perceptions of multicultural competency and influencing factors among midwifery educators: a cross-sectional study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundReducing inequalities, one of the sustainable development goals, has become a key agenda item for today’s multicultural education environments. Identifying the multicultural competence-related characteristics of educators who train midwife candidates expected to provide culturally competent healthcare has the potential to provide important insights into how these educational environments can be improved. Understanding the characteristics of midwifery educators related to multicultural competence through the example of Türkiye, one of the important examples of multiculturalism, can be a facilitator for promoting inclusive and culturally sensitive midwifery and health care education.
objectiveThis study aimed to examine perceptions of multicultural competence among midwifery educators in universities across Türkiye and to identify factors influencing these perceptions.
methodsData were collected using a descriptive information form and the Multicultural Competence Perception Scale, which evaluates awareness, knowledge, and skills. A cross-sectional study was conducted between February and June 2024 with 125 midwifery educators from 62 universities in Türkiye. Data were collected using a descriptive information questionairre and the Multicultural Competence Perception Scale, which evaluates awareness, knowledge, and skills. Data analysis was performed using descriptive statistics, t-tests, analysis of variance, and regression analysis.
resultsThe mean total score on the Multicultural Competence Perception Scale was 171.02 ± 20.54, with higher scores in the awareness subdimension compared to knowledge and skills. Educators with foreign language proficiency, international experience, prior training in intercultural care, or who updated their course content with cultural sensitivity had significantly higher multicultural competence scores (p < 0.05). Regression analysis revealed that international experience, reflection on one’s own cultural identity, and updating course content within a culturally sensitive framework were significant predictors, collectively explaining 32% of the variance in total multicultural competence scores.
conclusionMidwifery educators in Türkiye demonstrate multicultural competence scores above the scale’s midpoint, with awareness levels relatively exceeding their practical skills and knowledge scores. Active engagement in international experiences, reflective practices on personal cultural identity, and culturally sensitive curriculum updates significantly enhance multicultural competence. Institutions should foster professional development opportunities, intercultural training, and policies promoting cultural diversity among faculty and students to strengthen inclusive and culturally responsive midwifery education.
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