Global health. The current scenario and future perspectives

187 healthcare professional with more comprehensive knowledge and inclusive cultural management: “The variety of cultural needs within different communities and age groups must be considered in order to provide a sensitive healthcare system for them.”. On another note, the University of Ottawa in Canada (Gruner et al., 2022) suggests that transcultural education and global migration connect various areas like human rights, social development, evidence-based medicine and access to universal health coverage. The pandemic has exacerbated social inequities. Therefore, healthcare professionals need to receive training that enables them to develop knowledge, skills and attitudes related to trauma, racism, cultural differences and language barriers along with access to health systems, tropical diseases, vaccines, chronic illnesses and global mental health. Through mixed methods, Gruner et al. (2022) found that the curricula of Canadian medical schools included mandatory contents related to the health of migrant populations. The interviewed experts pointed out that topics such as migrant and refugee demographics, barriers to healthcare access, challenges in providing services to migrants, community settlement services, cultural competence and communication skills, preventive health screening and social determinants of health were addressed. To go deeper into the contents of healthcare professional training, Ziegler et al. (2022) conducted a Delphi study in Europe with 31 professionals and academic experts in the field of migration and health from 13 countries. An attempt was made to generate consensus regarding elements that contribute to a definition of competent healthcare professionals for working with diverse populations. The basic contents found were respect, empathy, self-reflection, cultural sensitivity and communicative skills as described in Figure 1. Figure 1. Key competencies in diversity in healthcare.