Exercise #33
Cultural Behavior Map – Applying the EMPOWER Model in Clinical Practice
Authors: DrPH Małgorzata Zimny
approximately 70 minutes
Description
A case-based individual exercise in which students apply each letter of the EMPOWER framework to a patient they choose themselves, moving through seven interactive stations — from naming the patient's emotions, to classifying behaviours, to reflecting on their own cultural defaults.
Methodological Guide
Objectives
Develop empathy and communication skills when interacting with patients from diverse cultural backgrounds. Raise awareness of the importance of diversity and inclusiveness in medical practice. Apply the principles of the EMPOWER model in clinical practice.
Expected Outcomes
Analyse clinical cases from a cultural perspective, identifying key patient needs, barriers, and values. Apply the EMPOWER model to propose appropriate and ethical communication strategies and clinical solutions. Justify chosen actions based on diverse cultural perspectives. Reflectively evaluate own cultural attitudes and assumptions, indicating their impact on the patient relationship and decision-making process.
Exercise Procedure
Students select a patient whose cultural context challenges their own clinical defaults. They then work through seven stations in sequence — one per EMPOWER letter — completing a distinct interactive task at each station. The teacher observes progress, prompts deeper reflection, and facilitates a short group discussion at the end.
Mode of Implementation
Seven sequential interactive stations — one per EMPOWER letter. Students work individually through each station, applying the letter's principle to their chosen patient.
Role of the Teacher
The teacher acts as a moderator and facilitator: providing instructions and overseeing individual work. At the end, the teacher provides constructive feedback and supports the reflection process.
Theoretical Basis
Experiential learning: students work with realistic case studies reflecting situations encountered in clinical practice. Case analysis, group discussion, and presentation of conclusions allow them to practice cultural competence in a safe environment. Social constructivism: group work and the collaborative creation of a values map support learning through cooperation — students construct knowledge together by exchanging interpretations and reflections. Transformative learning: encountering different values, norms, and beliefs of patients prompts reflection on one's own cultural assumptions. Critical pedagogy: the exercise encourages students to recognise inequalities, communication barriers, and differences arising from cultural context.
Practical Application
The exercise directly prepares students to work with patients from diverse cultural backgrounds by teaching them mindful communication, empathy, and appropriate responses to needs arising from differing values and norms. Case analysis and use of the EMPOWER model reflect real clinical situations requiring adjusted communication style, treatment plans, or forms of support.
Knowledge Transfer
The skills developed — analysing clinical situations from a cultural perspective, applying the EMPOWER model, and engaging in reflective communication — can be directly transferred to everyday medical practice. Students also learn to recognise their own biases and adapt their communication style, promoting lasting changes in attitudes and the development of professional cultural sensitivity.
Reinforcement & Reflection
Suggested self-reflection questions: What was most surprising to me in the analysed case, and why? Which of my own cultural assumptions became visible during the group work? Which element of the EMPOWER model was the most difficult for me to apply, and why? Reinforcement activities: comparing values maps created by different groups and identifying common elements; a short simulation of a patient conversation incorporating conclusions from the EMPOWER model; creating an individual 'good practice list' for future clinical encounters.
Required Resources
Electronic devices (tablet, smartphone, or laptop) with internet access to the MultiCultiMed Platform.
Assessment / Evaluation
Self-assessment: short response in a reflective journal after completing all stations. Teacher observation: assessing quality of participation, engagement, and ability to justify chosen solutions.
Practical Tips
Divide the session into clear stages and signal the remaining time for each. Emphasise that there is no single correct solution — what matters are arguments and reflection. Provide clear written and visual instructions to reduce confusion in a virtual environment.
Discussion Topics
How can cultural differences affect a patient's trust in healthcare staff? Which elements of the EMPOWER model were the most difficult to apply and why? How can respect and inclusiveness be ensured for patients from different cultural backgrounds under time pressure? Are there alternative communication or organisational strategies that could improve the experience of a patient from a different cultural background?
Further Resources
https://pmc.ncbi.nlm.nih.gov/articles/PMC6120152/ — https://pmc.ncbi.nlm.nih.gov/articles/PMC6571328/ — https://pmc.ncbi.nlm.nih.gov/articles/PMC7011228/ — Betancourt et al., Cultural Competence in Health Care: Emerging Frameworks and Practical Approaches (Commonwealth Fund, 2002) — Cultural Competence in Health Care — Wen-Shing Tseng, Jon Streltzer (2008)
Additional Remarks
Encourage an atmosphere of openness and respect — exercises on cultural differences may evoke strong emotions or reveal unconscious assumptions.