An interactive teaching module for increasing undergraduate physiotherapy students' cultural competence: A quantitative survey

Abstract

Objectives To provide safe and effective healthcare, physiotherapists must be aware of, and able to appropriately respond to, the individual needs of their clients. Cultural competence is an essential part of the curriculum to prepare physiotherapy students for their graduate practice. The primary aim of this study was to investigate the effectiveness of a 4‐week educational intervention to increase the perceived cultural competence of undergraduate physiotherapy students and whether effectiveness changed as students progressed in their education. Secondary aims were to understand if a clinical placement prior to the course intervention, or the student's cultural background, influenced the effectiveness of the intervention. Methods A prospective cohort study was conducted with 73 students in their second year of an Australian Bachelor of Physiotherapy programme who participated in a 4‐week tutorial module to develop their cultural competence. Perception of cultural competence was measured at three time points (pre, post, post 18 months) using the Cultural Intelligence Scale questionnaire which assesses metacognitive, cognitive, motivational and behavioural domains. Participant and their parents' country of birth data were collected. Results Cultural intelligence scores for the cohort significantly increased from pre‐ to post‐intervention (mean change 0.4, p < 0.001). A 3‐week clinical placement prior to the teaching intervention had no effect on the change in scores. Students who were not born in Australia, or who had a parent not born in Australia, demonstrated less change in overall cultural intelligence score than Australian‐born participants. Conclusion Undergraduate physiotherapy students at an Australian university can increase their perceived level of cultural competence by participating in a 4‐week classroom‐based tutorial module, and this effect can be sustained over an 18‐month period. Exposure to cultural diversity is not sufficient by itself for a change in perceived cultural competence. However, classroom‐based teaching needs to be responsive to the cultural characteristics of the students.

An Exploration of the Experiences of Physical Therapists Who Identify as LGBTQIA+: Navigating Sexual Orientation and Gender Identity in Clinical, Academic, and Professional Roles

“…This reflexive focus is aligned with contemporary understandings of cultural safety, 38 which argue for a shift of focus from those who are marginalized to those who are in the mainstream. 39 This can be enacted by greater institutional inclusion of cultural safety training by trained educators. 40 Further, individual physical therapists can use inclusive practices such as asking about and using people's preferred pronouns, 41 42 using gender-neutral language and active/visible participation in and support of LGBTQIA+ related events such as Pride and Mardi Gras.…”

Physical Therapists' Perceptions of Preparedness to Engage in Culturally Competent Practice Upon Graduation: A Qualitative Research Study

“…27 Although there may not be significant differences in learning outcomes between students who receive different cultural competence curriculum, student-held perceptions of curriculum effectiveness can vary, along with perceptions of preparedness to practice culturally competent patient care. 24,28,29 Students may feel more confident applying certain aspects of cultural competence education into practice than others. 28,30 Exposure to different patients during their education can change students' perceptions of their abilities over time.…”

“…24,28,29 Students may feel more confident applying certain aspects of cultural competence education into practice than others. 28,30 Exposure to different patients during their education can change students' perceptions of their abilities over time. 26,29 No studies were found that examined influences of curricular methods on PT perceptions of preparedness to provide culturally competent patient care, or whether perceptions changed over time.…”

New graduate physiotherapists’ perceived preparedness for clinical practice. A cross-sectional survey

“…Cultural competence is an essential part of taught curriculums preparing students for professional physiotherapy practice, ensuring students have the knowledge, attitudes and skills required to work effectively with both healthcare users and providers [41,42]. Cultural perspectives inform expectations that patients have of health care providers including physiotherapists and contribute to shaping the patient experience [43].…”

“…Our results suggest this important aspect of physiotherapy practice, grounded within a cultural framework of sensitivity and awareness, requires further development within UK based curricula. Education providers should acknowledge that, whilst pre-registration students are motivated to learn cultural competencies, the design of classroom-based teaching should be responsive to the characteristics of the cohort [42].…”