Introduction to Culturally and Linguistically Appropriate Services (CLAS) and Minority Health Disparities

CME Certificate Fee: $37.50 (USD) for certificate

Optional Maintenance of Certification Credit (MOC) Fee: $10.00 (USD) per point

1.50 AMA PRA Category 1 Credit(s)^TM

1.50 Part II MOC points are available for these specialty board(s):

American Board of Internal Medicine

Credit Type: Medical Knowledge

Practice Areas: Internal Medicine

American Board of Pediatrics

Credit Type: Lifelong Learning & Self-Assessment

Practice Areas: Professionalism/Patient Safety/Other Skills

Estimated time to complete this activity: 1.50 hours

Author(s)/Editor(s): John Bormanis, PhD.
Further Author/Editor Information | Further CME Information

Meets Special CME Requirements in: Connecticut, District of Columbia, Michigan, Nevada, New Jersey, Oregon, Rhode Island Learn More >>

Outcome Objectives:

As a result of completing this activity, the participant will be better able to:

Describe the National Culturally and Linguistically Appropriate Services (CLAS) standards of the USDHHS Office of Minority Health and how they impact the ethical responsibilities of medical service providers.
Define “health disparities” and how they disproportionately affect ethnic and racial minority populations in the United States.
Recognize that “ethnicity,” “race,” and “culture” are fluid categories that overlap and also include other aspects of identity that can include religion, sexual orientation, gender, class, etc.
Describe the practice of “cultural competence” in the health care setting.
Successfully navigate a Mexican American patient with limited English proficiency through the process of establishing culturally and linguistically care and obtaining referrals for treatment of her asthma.
Utilize the 7 basic components of asthma care and management according the National Asthma Education and Prevention Program (2007).

Learning Format: Case-based, interactive online course, including mandatory assessment questions (number of questions varies by course or module). Please also read the Technical Requirements.

CME Sponsor: University of Arizona College of Medicine - Tucson
Credit Designation and Accreditation Statements >>

Current CME Approval Period: May 1, 2024 - April 30, 2027

Original Release Date: May 1, 2015

Most Recent Review by Author: May 1, 2024

Most Recent Review by CME Sponsor: May 1, 2024

Financial Support Received: Supported by federal HRSA grant #D34HP24460.

Introduction to Culturally and Linguistically Appropriate Services (CLAS) and Minority Health Disparities

1.50 AMA PRA Category 1 Credit(s)^TM

1.50 Part II MOC points are available for these specialty board(s) (Optional):

American Board of Internal Medicine

Credit Type: Medical Knowledge

Practice Areas: Internal Medicine

American Board of Pediatrics

Credit Type: Lifelong Learning & Self-Assessment

Practice Areas: Professionalism/Patient Safety/Other Skills

Current CME Approval Period: May 1, 2024 - April 30, 2027

Financial Support Received: Supported by federal HRSA grant #D34HP24460.

ACCME/AMA PRA Accreditation Statement

The University of Arizona College of Medicine - Tucson is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

The University of Arizona College of Medicine - Tucson designates this enduring material for a maximum of 1.50 AMA PRA Category 1 Credit(s)^TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

CME Office Contact Information and CME Disclosure

The University of Arizona College of Medicine - Tucson
Office of Continuing Medical Education
520-626-7832
uofacme@arizona.edu

The following University of Arizona College of Medicine - Tucson CME Reviewers, Activity Directors, or Planning Committee Members have no relevant financial relationships with ineligible companies (commercial interests) that could constitute a conflict of interest with the proposed activity:

Robert Amend, M.Ed.
Randa Kutob, MD

MOC Recognition Statement(s)

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 1.50 Medical Knowledge Part II MOC points in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 1.50 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

If you elect to receive MOC credit for this course, you give permission for VLH.com to share your information and activity completion data with the ACCME and the specialty board(s) chosen through the ACCME's Program and Activity Reporting System (PARS).

Introduction to Culturally and Linguistically Appropriate Services (CLAS) and Minority Health Disparities

About the Author

John Bormanis, PhD

Dr. Bormanis has been a Research Assistant Professor in the Department of Family and Community Medicine at the University of Arizona College of Medicine in Tucson, AZ. Dr. Bormanis' research interests include cross-cultural communication, medical education, gender studies, and the intersection of health and spirituality.

Disclosure: Dr. Bormanis states that he does not have any financial arrangements that could constitute a conflict of interest.

Introduction to Culturally and Linguistically Appropriate Services (CLAS) and Minority Health Disparities

Ratings (483 responses)


How would you rate this program overall? Average Rating: 4.00/5.00

How well were the learning objectives of this program met? Average Rating: 4.16/5.00


User Comments


by Hidden \| Feb 1, 2022 excellent!!

by Hidden \| May 6, 2020 Saying that sample sizes are too small to report feeds into cultural and racial erasure. It perpetuates that we (Indigenous populations) are invisible, thus contributing to health disparities. I'm confused by the graph "Limited English Proficient." If Native Americans make up roughly 1% of the U.S. population, does this mean the pie chart is saying that all Native Americans have limited English proficiency? Change "culturally competent" to "cultural sensitivity" because someone cannot be completely competent in another's culture.

by Hidden \| Dec 2, 2019 It was noted that patient should not be warned of the dangers of alternative medicine since in some cases they can be effective. I understand how warning patients of the danger of a certain alternative treatment could be seen as criticism and may potentially discourage some patients from seeking further treatment. It would also be helpful to know specifically how to deal with patients who initially prefer alternative medicine over a more effective, evidence-based treatment.

by Hidden \| Apr 19, 2019 I had never heard about ASCN before so this was great to learn. I also think that the training on asthma as a health disparity was great.

by Jacklyn Garcia \| Apr 12, 2019 I am currently taking this class at the University of Arizona for my public health minor. It was a great refresher of course material. The case along with the information allowed for me to better understand key concepts.

by Hidden \| Sep 27, 2016 Excellent course and very informative about the CLAS standards

Introduction to Culturally and Linguistically Appropriate Services (CLAS) and Minority Health Disparities

This course meets general AMA PRA Category 1 CME Credit(s)^TM requirements in states that have a CME requirement.

Based on information from state licensing authorities, this program meets special CME requirements in these states:

	Connecticut Cultural Competence CME Started with licensing periods of October 1, 2010.
	District of Columbia Public Health Topics CME
	Michigan Medical Ethics CME
	Nevada Cultural Competency / Diversity, Equity and Inclusion CME
	New Jersey Cultural Competency CME
	Oregon Cultural Competency Education CME
	Rhode Island Cultural Awareness CME

View other courses meeting Special State Requirements

Introduction to Culturally and Linguistically Appropriate Services (CLAS) and Minority Health Disparities

Technical Requirements

This web-based activity is offered online and requires an always-on connection to the Internet (the activity cannot be downloaded). The activity works on PC or Mac computers and most tablet computers. The activity should work with the newer versions of major Internet browsers, including Edge, Chrome, Safari, and Firefox. JavaScript should be enabled in all browsers, and Popups and first party cookies need to be accepted from www.VLH.com. You should also have the latest, free Adobe Reader installed for reading documents.

For additional information, read the Technical Assistance FAQ.