Assessing cultural competence: a comparison of two measures and their utility in global learning experiences within healthcare education

DiBiasio, Paula A.; Vallabhajosula, Srikant; Eigsti, Heidi

doi:10.1016/j.physio.2022.09.007

Cited by 7 publications

(9 citation statements)

References 21 publications

(42 reference statements)

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“…For instance, the Inventory for Assessing the Process of Cultural Competence among healthcare professionals–Student Version© was used along with the IDI at a U.S. Doctor of Physical Therapy program [ 29 ]. Of note, this study was not included in Table 1 because it was an in-press corrected proof at the time of the literature search rather than a published article.…”

Section: Discussionmentioning

confidence: 99%

“…Of note, this study was not included in Table 1 because it was an in-press corrected proof at the time of the literature search rather than a published article. This study noted that the healthcare-specific measuring tool, when compared to a more general tool such as the IDI, captured different aspects of cultural competence [ 29 ]. For example, while some students were in Minimization or even Acceptance, they did not have the adequate knowledge, skills, and values to operate with cultural proficiency in a healthcare setting.…”

Section: Discussionmentioning

confidence: 99%

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Considering the Intercultural Development Inventory (IDI) to Assess Intercultural Competence at U.S. Pharmacy Schools

2023

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Background: U.S. pharmacy schools need to engage in improving intercultural competence among administrators, faculty, staff, and students. The Intercultural Development Inventory (IDI) can be a possible tool to determine the level of intercultural competence. U.S. pharmacy schools need to examine the validity of the IDI within the context of health professional education prior to using this tool. Objectives: To describe the relationship between the IDI and its underlying theory, identify whether the validity of the IDI has been established within two specific contexts, and discuss the practical issues and implications of using the IDI. Methods: Medline, Embase, and selected health professional education journal websites were searched to identify fully published studies utilizing the IDI within health professional education. Eligibility of articles was determined with a standardized approach. Results: Ten studies were identified by full-text reviews, but none investigated the validity of the IDI. Conclusions: The IDI has been shown to be valid in certain contexts, but its validity has yet to be confirmed within health professional education. U.S. pharmacy schools need to examine practical issues and implications when deciding if the resources required to administer, analyze, and report IDI results are reasonable.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Considering the Intercultural Development Inventory (IDI) to Assess Intercultural Competence at U.S. Pharmacy Schools

2023

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“…It appears important, when assessing healthcare students, to select a measure of ICC that is suited to the healthcare environment. Researchers found only small to negligible correlations when comparing a healthcare specific measure of ICC to a more generalizable measure of ICC within a worldview [ 45 ]. These findings suggest that different ICC measures assess different constructs and therefore, it is essential to assess the ICC of PTs using a measure relevant to a healthcare setting.…”

Section: Discussionmentioning

confidence: 99%

A multisite cross-sectional study of intercultural competencies in doctor of physical therapy students

DiBiasio,

Vallabhajosula,

Eigsti

2023

BMC Med Educ

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Background Physical therapists (PTs) work in diverse communities with individuals whose identities and beliefs may differ significantly from their own. Academic institutions must include intentional curriculum aimed at graduating PTs who can skillfully navigate intercultural encounters. Being prepared to engage with difference and demonstrate skills related to intercultural competencies (ICC) will prepare entry-level PTs to provide individualized, high-quality care. Intercultural competencies are essential skills that can reduce healthcare disparities, and promote equitable and inclusive healthcare delivery. This study examined the impact of PT curricula, student demographics, and participation in intercultural learning experiences (ILEs) on students’ development of ICC. Methods A cross-sectional study of 8 Doctor of Physical Therapy (DPT) programs in the United States (US) compared ICC in first-year (F) and third-year students (T), and T who participated in an ILE (T + ILE) to those who did not (T-only). Subjects included 1,038 students. Outcome measures included The Inventory for Assessing the Process of Cultural Competence-among healthcare professionals-Student Version© (IAPCC-SV), and a demographic survey. Results Independent t-tests showed that group T (mean = 64.34 ± 5.95, 95% CI: 63.78-64.90) had significantly higher IAPCC-SV total scores than group F (mean = 60.8 ± 5.54, 95% CI = 60.33-61.27, p < 0.05). Group T + ILE (mean = 65.81 ± 5.71, 95% CI = 64.91-66.71) demonstrated significantly higher IAPCC-SV total scores than group T-only (mean = 63.35 ± 5.8, 95% CI = 62.6-64.1, p = 0.039). A one-way ANOVA and post hoc comparisons showed that the 25 to 34-year age group (mean = 63.80 ± 6.04, 95% CI = 63.25-64.35, p < 0.001) and the ≥ 35-year age group (mean = 64.21 ± 5.88, 95% CI = 62.20-66.22, p < .024) had significantly higher IAPCC-SV total scores, than the 18 to 24-year age group (mean = 60.60 ± 5.41, 95% CI = 60.09-61.11). Students who identified in US census minority ethnic or racial categories (US-Mn) (mean = 63.55 ± 5.78, 95% CI = 62.75-64.35) had significantly higher IAPCC-SV total scores than students who identified in US majority ethnic or racial categories (US-Mj) (mean = 61.98 ± 5.97, 95% CI = 61.55-62.413, p = .0001). Conclusions Results of the study support the hypothesis that DPT programs can promote the development of intercultural skills in students. The ultimate objective of this academic preparation is to improve the student’s ability to deliver equitable, person-centered healthcare upon entry into practice. Specific ICC for entry-level DPT students are not clearly defined by US physical therapy professional organizations, academic institutions, or accrediting body. Students who participated in an ILE exhibited higher levels of ICC when compared to those who did not. Findings from this study can guide curriculum development, utilization of resources, and outcomes assessment. More research is needed to examine characteristics of an ILE that could inform best practice.

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“…Cultural competence as a construct can be synthesized as an ongoing, developmental process rather than a terminal level of competence to be achieved. 13,15,18,21 Cultural awareness, cultural knowledge, and cultural skills/behaviors are key elements of the construct, with cultural desire/motivation and cultural encounter/interaction also identified as additional dimensions. 15,18 Specific to physical therapy, Kachingwe 22 developed the Model of Interculturalization with one of 4 stated purposes being to gain knowledge that educators can use to address diversity and multiculturalism more effectively.…”

Section: Review Of Literaturementioning

confidence: 99%

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence

Chesser,

Bloomquist,

Ford

2024

JOPTE

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Introduction. Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. Review of Literature. There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). Subjects. A purposeful convenience sample of DPT students (n = 177) was used. Methods. The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t-tests, and analysis of variances. Results. There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. Discussion and Conclusion. Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.

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Assessing cultural competence: a comparison of two measures and their utility in global learning experiences within healthcare education

Cited by 7 publications

References 21 publications

Considering the Intercultural Development Inventory (IDI) to Assess Intercultural Competence at U.S. Pharmacy Schools

Considering the Intercultural Development Inventory (IDI) to Assess Intercultural Competence at U.S. Pharmacy Schools

A multisite cross-sectional study of intercultural competencies in doctor of physical therapy students

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence

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