In recent years there has been a drive to develop inclusive education within an international and global context in order to prepare 21st century graduates to engage and contribute to a globally interconnected society (Higher education Academy 2014, GCU 2013). An element of this approach seeks to inculcate intra-cultural values and skills so students are prepared for a rapidly changing, diverse and complex world (Killick & Jones 2013).
This coincides with recognition that in the UK, communities have become increasingly diverse. Whilst the education sector, professional bodies, and government policy attempt to promote a high quality, equitable healthcare service, there is evidence that cultural and linguistic barriers between healthcare professionals and their patients may impede the safe and effective delivery of health care (Adeyemi 2013, Ashley and Lawrie 2016, Mathews 2015, Saha et al 2008). To address these issues requires new approaches to curriculum design and learning & teaching strategies which can enhance health professionals communication and patient centred skills, and enrich their cultural competency.