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Martinez M, Kimiecik C, Nunez JCA, Suárez JDV, Garcia G, Struewing M, Schellhase EM, Gonzalvo JD. Evaluation of a Pilot Spanish Language Program for Student Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024:100751. [PMID: 38960069 DOI: 10.1016/j.ajpe.2024.100751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 06/20/2024] [Accepted: 06/28/2024] [Indexed: 07/05/2024]
Abstract
OBJECTIVE To present findings from an evaluation of the Spanish Language Track (SLT) for student pharmacists, which assessed student outcomes and feedback. METHODS A mixed-methods program evaluation was conducted with the first cohort of the SLT members (N = 10). Participants completed pre/post-surveys and focus groups. Quantitative data analysis employed descriptive and frequency analysis, while qualitative data was thematically analyzed. RESULTS With a focus on qualitative themes, quantitative results support themes one, two, and three based on findings from the self-assessment of participants' ability to speak and use the Spanish Language. Five themes were identified: (1) initial involvement and motivation to engage; (2) language skill development; (3) health-focused language immersion; (4) strong relationships within the SLT cohort; and (5) opportunities for improvement. CONCLUSION Findings demonstrate students' active engagement with SLT while enhancing language skills through immersive experiences. Their connections with other cohort members, SLT team members, Colombian pharmacists, and bi-weekly patient appointment simulations were key contributors to learning outcomes while offering suggestions for programming. The SLT provides a foundational model for health professional programs to offer students opportunities to understand and practice language-concordant healthcare delivery to promote improved health outcomes in Spanish-speaking populations.
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Affiliation(s)
- Moises Martinez
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
| | - Carlyn Kimiecik
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation; Purdue University Department of Public Health.
| | - Juan Camilo Alvarez Nunez
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
| | - Juan Diego Viracachá Suárez
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
| | - Gicelle Garcia
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
| | - Mitchell Struewing
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
| | - Ellen M Schellhase
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
| | - Jasmine D Gonzalvo
- Purdue University College of Pharmacy, Department of Pharmacy Practice, Center for Health Equity and Innovation.
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Buthelezi S, Gerber B. Cultural Competence in Ophthalmic Dispensing Education: A Qualitative Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:585-594. [PMID: 38915926 PMCID: PMC11195680 DOI: 10.2147/amep.s438707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 12/13/2023] [Indexed: 06/26/2024]
Abstract
Purpose Understanding and acknowledging cultural diversity in healthcare is essential in providing culturally competent care. Higher education institutions are critical to providing students with the necessary knowledge, attitudes, and skills to respond to cultural diversity in various contexts. Cultural competence teaching in ophthalmic dispensing education has emerged as an essential concept that needs to be included in the curriculum. This study explored ophthalmic dispensing lecturers' understandings, experiences, and attitudes in teaching cultural competence. Methods This study used a qualitative approach within an interpretivist paradigm by conducting semi-structured interviews with lecturers (n = 7) in the ophthalmic dispensing program. Braun and Clarke's framework for thematic analysis was utilized. The research was conducted at an ophthalmic dispensing department at a South African university. Results The analysis of the semi-structured interviews indicated three main themes of importance regarding factors influencing cultural competence education in the ophthalmic dispensing curriculum: the interplay between experiences and understandings of cultural competence, cross-cultural exposure and teaching practices, and inclusion of cultural competence into the curriculum. The participants recognized that cultural competence was not explicitly included in the curriculum. Including culture in education was rather unsystematic and, in most cases, unplanned. Conclusion Further training of lecturers on cultural competence skills and evidence-based teaching and assessment strategies are required to assist in developing curricula that include cultural competence.
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Affiliation(s)
- Sanele Buthelezi
- Department of Optometry, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
- Department of Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Berna Gerber
- Division of Speech-Language and Hearing Therapy, Faculty of Medicine and Health Sciences, Cape Town, South Africa
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Chu W, Wippold G, Becker KD. A Systematic Review of Cultural Competence Trainings for Mental Health Providers. PROFESSIONAL PSYCHOLOGY-RESEARCH AND PRACTICE 2022; 53:362-371. [PMID: 37332624 PMCID: PMC10270422 DOI: 10.1037/pro0000469] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2023]
Abstract
We conducted a systematic review to characterize features and evaluate outcomes of cultural competence trainings delivered to mental health providers. We reviewed 37 training curricula described in 40 articles published between 1984-2019 and extracted information about curricular content (e.g., cultural identities), as well as training features (e.g., duration), methods (e.g., instructional strategies), and outcomes (i.e., attitudes, knowledge, skills). Training participants included graduate students and practicing professionals from a range of disciplines. Few studies (7.1%) employed a randomized-controlled trial design, instead favoring single-group (61.9%) or quasi-experimental (31.0%) designs. Many curricula focused on race/ethnicity (64.9%), followed by sexual orientation (45.9%) and general multicultural identity (43.2%). Few curricula included other cultural categorizations such as religion (16.2%), immigration status (13.5%), or socioeconomic status (13.5%). Most curricula included topics of sociocultural information (89.2%) and identity (78.4%), but fewer included topics such as discrimination and prejudice (54.1%). Lectures (89.2%) and discussions (86.5%) were common instructional strategies, whereas opportunities for application of material were less common (e.g., clinical experience: 16.2%; modeling: 13.5%). Cultural attitudes were the most frequently assessed training outcome (89.2%), followed by knowledge (81.1%) and skills (67.6%). To advance the science and practice of cultural competence trainings, we recommend that future studies include control groups, pre- and post-training assessment, and multiple methods for measuring multiple training outcomes. We also recommend consideration of cultural categories that are less frequently represented, how curricula might develop culturally competent providers beyond any single cultural category, and how best to leverage active learning strategies to maximize the impact of trainings.
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Affiliation(s)
- Wendy Chu
- Department of Psychology, University of South Carolina
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From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students' Learning of Cultural Issues Relevant to Healthcare. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095114. [PMID: 35564510 PMCID: PMC9105553 DOI: 10.3390/ijerph19095114] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 04/18/2022] [Accepted: 04/20/2022] [Indexed: 11/26/2022]
Abstract
Using the transformational learning theory and action research method, this study captured the experiences of students from health-related disciplines in the cultural immersion program From the World to Western. A total of nine students participated in the pilot program with four host families from Culturally and Linguistically Diverse (CALD) backgrounds, and four cultural facilitators who connected the host families and students. The findings of this research showed that it was beneficial for students in health-related disciplines to engage in the cultural immersion program to further prepare them for culturally competent care in their future roles as healthcare professionals. In addition, the students indicated the need for the cultural immersion program to be part of the curriculum for future students to develop cultural skills, awareness and encounters with diverse populations.
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Mohammadifirouzeh M, Oh KM, Tanner S. HIV stigma reduction interventions among health care providers and students in different countries: a systematic review. Curr HIV Res 2021; 20:20-31. [PMID: 34872477 DOI: 10.2174/1570162x19666211206094709] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Revised: 10/21/2021] [Accepted: 11/17/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND Health care providers' stigmatizing attitudes are obstacles to patients' well-being and quality of life. Dealing with HIV-related stigma and understanding the impact of feasible interventions on reducing stigmatizing attitudes among health care providers are considered important strategies to improve the quality of HIV care, patient-provider relationships, and provide supportive and safe care services. OBJECTIVES The aim of this study was to systematically review interventions to reduce HIV-related stigma among health care providers. METHODS This systematic review was performed using Medline, CINAHL, ERIC, and APA PsycInfo, Health Source: Nursing/Academic Edition to search for quasi-experimental studies and randomized controlled trials (RCTs) designed to reduce HIV stigma among health care providers. The quality of eligible research studies was independently appraised by two reviewers. RESULTS A total of 774 studies were screened, 100 articles were assessed for the eligibility, and 10 studies met the inclusion criteria. All interventions effectively reduced HIV-related stigma. Elements of successful interventions including knowledge modules, peer education, patients' testimonials, Photovoice-informed stigma reduction training, stigma-free space intervention, and popular opinion leaders. Interventions were assessed and compared in terms of contents, delivery modes, HIV stigma measurements, follow-up, and limitations. CONCLUSIONS This systematic review supports the effectiveness of in-person educational interventions at reducing HIV-related stigma among health care providers across countries. Comparisons of delivery modes of interventions indicated that educational interventions delivered by patients' testimonials and peer education strategies are more promising than lecture-based teaching methods. Further studies are needed to assess long-term effects of interventions on clinical behaviors and practices.
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Affiliation(s)
- Mona Mohammadifirouzeh
- George Mason University, School of Nursing 4400 University Dr, Fairfax,VA 22030. United States
| | - Kyeung Mi Oh
- George Mason University, School of Nursing 4400 University Dr, Fairfax,VA 22030. United States
| | - Susan Tanner
- George Mason University, School of Nursing 4400 University Dr, Fairfax,VA 22030. United States
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Corsino L, Fuller AT. Educating for diversity, equity, and inclusion: A review of commonly used educational approaches. J Clin Transl Sci 2021; 5:e169. [PMID: 34733545 PMCID: PMC8532179 DOI: 10.1017/cts.2021.834] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Revised: 07/29/2021] [Accepted: 08/02/2021] [Indexed: 01/29/2023] Open
Abstract
Diversity, equity, and inclusion (DEI) are fundamentally important concepts for advancing clinical and translational science (CTS) education. CTS education spans a wide range of disciplines from cell biology to clinical and community/population research. This large scope both in terms of intellectual areas and target groups requires an understanding of existing educational approaches for DEI as we translate DEI from mere concepts into equitable actions within CTS education. In this review, we provide the readers with the most common DEI educational approaches, including cultural humility, bias training, and improving mentoring to diversify the workforce. DEI educational materials can achieve maximal success and long-term impact when implemented as institutional-wide interventions, and the materials are not seen as an isolated or independent curriculum. Approaches, strategies, and programs to achieve this are many. However, many questions remain unanswered about what the best approach, strategies, and programs are to be implemented in institutional-wide education that will be embedded in CTS education.
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Affiliation(s)
- Leonor Corsino
- Department of Medicine, Division of Endocrinology, Metabolism, and Nutrition, Duke School of Medicine, Durham, North Carolina, USA
- Duke Clinical and Translational Science Institute, Community-Engaged Research Initiative Core, Duke School of Medicine, Durham, North Carolina, USA
| | - Anthony T. Fuller
- Department of Neurosurgery, Division of Global Neurosurgery and Neurology, Duke University School of Medicine, Durham, North Carolina, USA
- Duke Global Health Institute, Duke University, Durham, North Carolina, USA
- Duke Clinical and Translational Science Institute, Center for Pathway Programs, Duke School of Medicine, Durham, North Carolina, USA
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Haas-Gehres A, Portillo E, Kachlic MD, Siu A. An Opportunity to Integrate Cultural Sensitivity Training Into the Doctor of Pharmacy Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8459. [PMID: 34544741 PMCID: PMC8499661 DOI: 10.5688/ajpe8459] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 05/06/2021] [Indexed: 05/22/2023]
Abstract
Instructors of pharmacy skills-based laboratory courses are positioned to prepare students to be practice-ready practitioners through use of hands-on instructional activities essential for pharmacists. This commentary explores an approach to developing cultural sensitivity in pharmacy students, a skill which is reflected in Accreditation Council for Pharmacy Education (ACPE) Standard 3.5 and viewed by the authors as a critical skill for all healthcare practitioners. This commentary challenges the Academy to develop best practices for promoting cultural sensitivity in student-learners with the goal of producing students aware of how their own experiences may influence health inequities. The authors propose, using the model of self-efficacy theory as a framework, that skills-based pharmacy education is an ideal platform for cultural sensitivity skill development and engagement because of its ability to go beyond knowledge attainment and influence student abilities, behaviors, and attitudes. The authors' recommendations include that members of the Academy self-assess personal and institutional cultural sensitivity, ensure integration of cultural sensitivity in curriculum, use self-efficacy theory as a guide to integrate best practices for providing culturally sensitive care in laboratory activities, and develop best practices.
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Affiliation(s)
| | - Ed Portillo
- University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin
| | | | - Anita Siu
- Rutgers University, Ernest Mario School of Pharmacy, Piscataway, New Jersey
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González-Mesa E, Cazorla-Granados O, Blasco-Alonso M, Sabonet L, Jiménez-López JS, Rengel-Díaz C. Educating future professionals in perinatal medicine: the attitude of medical and nursing students towards childbirth. J Perinat Med 2021; 49:485-495. [PMID: 33554590 DOI: 10.1515/jpm-2020-0395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 12/02/2020] [Indexed: 11/15/2022]
Abstract
OBJECTIVES The main objective of the present study was to evaluate what educational needs were being neglected in current perinatal educational program in the University of Malaga. METHODS We performed a cross-sectional study using the Students' questionnaire on attitudes towards childbirth (CAVE-st) in a sample of 378 students who were finishing their undergraduate or postgraduate academic perinatal program, including medical and nursing students. RESULTS The Cronbach's alpha reliability coefficient was 0.895. The mean score of CAVE-st in the sample was 200.34 (DT 21.0). The scores were below the median value in more than 53% of the students, especially in medical students. Female students scored systematically higher in the overall scale and its subscales, even after adjusting for study groups. On the other hand, the students with children scored significantly lower in the subscale that explored their attitudes towards unexpected results. A huge margin for improvement was recognizable in those subscales related with childbirth medicalization, respect to women decisions, and health-care prioritization. CONCLUSIONS Students' attitude towards childbirth need to be improved as a means to improve women's childbirth experience and prevent birth-related trauma. The current undergraduate and postgraduate training in perinatal care lacks a comprehensive and biopsychosocial perspective that would improve the quality of clinical practice during childbirth.
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Affiliation(s)
- Ernesto González-Mesa
- Obstetrics and Gynecology Department, School of Medicine, University of Malaga, Malaga, Spain.,Obstetrics and Gynecology Department, Malaga Regional University Hospital, Malaga, Spain.,IBIMA Research Group in Maternal-Fetal Medicine, Epigenetics, Women's Diseases and Reproductive Health, Malaga, Spain
| | - Olga Cazorla-Granados
- Obstetrics and Gynecology Department, School of Medicine, University of Malaga, Malaga, Spain
| | - Marta Blasco-Alonso
- Obstetrics and Gynecology Department, School of Medicine, University of Malaga, Malaga, Spain.,Obstetrics and Gynecology Department, Malaga Regional University Hospital, Malaga, Spain.,IBIMA Research Group in Maternal-Fetal Medicine, Epigenetics, Women's Diseases and Reproductive Health, Malaga, Spain
| | - Lorena Sabonet
- Obstetrics and Gynecology Department, Malaga Regional University Hospital, Malaga, Spain.,IBIMA Research Group in Maternal-Fetal Medicine, Epigenetics, Women's Diseases and Reproductive Health, Malaga, Spain
| | - Jesús S Jiménez-López
- Obstetrics and Gynecology Department, School of Medicine, University of Malaga, Malaga, Spain.,Obstetrics and Gynecology Department, Malaga Regional University Hospital, Malaga, Spain.,IBIMA Research Group in Maternal-Fetal Medicine, Epigenetics, Women's Diseases and Reproductive Health, Malaga, Spain
| | - Cristóbal Rengel-Díaz
- IBIMA Research Group in Maternal-Fetal Medicine, Epigenetics, Women's Diseases and Reproductive Health, Malaga, Spain.,Obstetrics and Gynecology Department, Ntra Sra de la Victoria University Hospital, Malaga, Spain.,Nursing Department, School of Health Sciences, University of Malaga, Malaga, Spain
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Buchanan K, Velandia M, Weckend M, Bayes S. Learning objectives of cultural immersion programs: A scoping review. NURSE EDUCATION TODAY 2021; 100:104832. [PMID: 33690090 DOI: 10.1016/j.nedt.2021.104832] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 02/01/2021] [Accepted: 02/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Cultural immersion as a learning activity provides students with the opportunity to experience diversity and develop cultural safety. Both, 'Study Abroad Programs' and 'Internationalisation at Home' (IaH) aim to provide a cultural immersion experience for students. However, explicit learning objectives are essential for quality pedagogy and for students to develop cultural safety from their learning experience. OBJECTIVE To identify the learning objectives of study abroad and Internationalisation at Home (IaH) programs in higher education health profession programs. DESIGN A scoping review was undertaken according to recommendations by the Joanna Briggs Institute (Peters et al., 2020) and PRISMA guidelines. DATA SOURCES The electronic databases CINAHL, MEDLINE, PsychINFO and PubMed and were searched in November 2019 and updated September 2020. The search was limited to qualitative studies, text and opinion pieces, English language, published between 2015 and 2019. REVIEW METHODS Inclusion criteria using the participants, concept, and context (PCC framework) was utilised and search terms such as study abroad and Internationalisation at Home were combined with learning objectives to identify articles. The articles were screened for eligibility by title, abstract, and full text review by two independent reviewers. A data extraction tool was utilised to extract and synthesise data into categories that represent the core learning objectives of cultural immersion programs reviewed. RESULTS Fourteen of the 66 initially identified studies were included in this scoping review. Qualitative synthesis yielded five broad categories of learning objectives used in cultural immersion programs: cultural competence, internationalisation, pedagogy, collegiality, and personal growth. CONCLUSION A minimum set of essential learning outcomes was derived from this review that will be of interest to developers and implementers of cultural immersion programs.
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Affiliation(s)
- Kate Buchanan
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027, WA, Australia.
| | - Marrianne Velandia
- School of Health and Social Welfare, Malardalens University, Box 883, Sweden
| | - Marina Weckend
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027, WA, Australia
| | - Sara Bayes
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027, WA, Australia
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Leung DY, Kumlien C, Bish M, Carlson E, Chan PS, Chan EA. Using internationalization-at-home activities to enhance the cultural awareness of health and social science research students: A mixed-method study. NURSE EDUCATION TODAY 2021; 100:104851. [PMID: 33711583 DOI: 10.1016/j.nedt.2021.104851] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 02/15/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Despite healthcare scholars valuing diversity, current cultural awareness training does not address mechanisms that drive societal patterns, that generates cultural insensitivity and reinforces stereotypes of minority groups. The influence of culture on thinking is an important issue because of potential ethnocentric biases on the design, data collection, analysis, and dissemination of research. OBJECTIVES Using internationalization-at-home activities to explore the mechanisms that enhance the development of cultural awareness in postgraduate health and social science research students. DESIGN AND METHODS A pragmatic critical realist study, qualitatively dominant, using mixed-methods to integrate and analyze qualitative and quantitative data. Data were collected pre- and post-internationalization-at-home activities. Qualitative data were collected from online discussion forums and focus groups, and quantitative data were collected from a pre-test and post-test measure of cultural awareness. SETTING AND PARTICIPANTS Eighteen research students in postgraduate health and social science programs from three universities (Australia, Hong Kong, and Sweden) participated in five formal internationalization-at-home webinars and informal international group activities. RESULTS Participants reported four mechanisms counteracting structures (i.e., ethnocentric biases) toward the emergence of cultural awareness: 1. awareness of cultural issues motivating people toward achieving a common goal; 2. reflexivity within psychological safety; 3. deliberations that challenge the veracity of individual assumptions; 4. courage coupled with curiosity. When some or all the mechanisms occurred, properties of enhanced cultural awareness emerged, as confirmed by the quantitative data. CONCLUSIONS Cultural awareness training should emphasize social relations to allow cultural safety to develop for postgraduate health and social science research students. Without skills revealing unconsciously held ethical values, this study argues that postgraduate health and social science students may inadvertently reconstitute and reinforce in their research the discrimination of underserved groups.
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Affiliation(s)
- Doris Y Leung
- School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
| | | | - Melanie Bish
- La Trobe Rural Health School, La Trobe University, Edwards Rd, Flora Hill, Victoria 3550, Australia.
| | | | - Pui Sze Chan
- School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
| | - E Angela Chan
- School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
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Te M, Blackstock F, Chipchase L. Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs. BMC MEDICAL EDUCATION 2019; 19:326. [PMID: 31470833 PMCID: PMC6717323 DOI: 10.1186/s12909-019-1766-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Accepted: 08/26/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Developing cultural responsiveness among physiotherapists is considered essential to promote quality and equity in healthcare provision for our culturally diverse populations. The aim of this study was to evaluate how entry-level physiotherapy programs in Australia and Aotearoa New Zealand (NZ) design curricula to foster the development of cultural responsiveness in physiotherapy students. Further, the challenges of integrating educational content and approaches, and the perceptions of the effectiveness of these curricula were also explored. METHODS A cross-sectional telephone survey with closed and open-ended questions, was conducted with 18 participants representing 24 entry-level physiotherapy programs (82% of all programs) in Australia and NZ between May and September 2017. Data were analysed descriptively in the form of frequencies, percentages or ratios as appropriate. Open-ended responses were thematically analysed. RESULTS Results suggest variability in the structure, and teaching and assessment methods used across all programs. The majority of programs appeared to rely on didactic teaching methods, along with knowledge based and implicit assessment methods. The main challenges reported were that cultural responsiveness was thought to be perceived by academic staff as unimportant and that the curriculum was perceived to be 'overcrowded'. Participants also felt there was room for improvement despite perceiving the curriculum to be effective at fostering cultural responsiveness. CONCLUSION Results provide insight into the educational content and approaches integrated in entry-level physiotherapy curricula in Australia and NZ, and suggest opportunities for further research and development to foster cultural responsiveness among physiotherapy students.
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Affiliation(s)
- Maxine Te
- School of Science and Health, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751 Australia
| | - Felicity Blackstock
- School of Science and Health, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751 Australia
| | - Lucy Chipchase
- School of Science and Health, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751 Australia
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