Cultural immersion in the education of healthcare professionals: a systematic review

Brock, Marty Jacob; Fowler, Levi Bryant; Freeman, Johnathan Gill; Richardson, Devan Cord; Barnes, Lisa Jayroe

doi:10.3352/jeehp.2019.16.4

Cited by 16 publications

(12 citation statements)

References 23 publications

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“…For this reason, experiential learning involving practical or authentic situations are recommended to encourage students to better understand the individuals they may work with, and allow them to practice, reflect on their experiences and see the effects of their actions, and also receive critical feedback [58]. While there is some research demonstrating the successful application and potential benefits of experiential learning approaches, such as community or international service learning in physiotherapy and other health disciplines, these studies do not explore the impact on patient outcomes and ongoing practice beyond graduation [60][61][62][63]. Therefore, research exploring effective teaching methods that lead to improved patient outcomes is required to ensure students learn to effectively support the health of culturally diverse communities.…”

Section: Discussionmentioning

confidence: 99%

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

Blackstock

Chipchase

2019

BMC Med Educ

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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. Electronic supplementary material The online version of this article (10.1186/s12909-019-1766-9) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

Blackstock

Chipchase

2019

BMC Med Educ

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“…In a qualitative synthesis of nine peerreviewed articles on health profession students' cultural immersion experiences, researchers found evidence of learner growth across cognitive, affective, and perceptual (i.e., increased awareness of poverty, discrimination, inequity, etc.) domains (Brock et al, 2019).…”

Section: Theoretical Framings: Experiential Learning Critical Self-rmentioning

confidence: 99%

Educating Medical Students’ “Hearts and Minds”: A Humanities-Informed Cultural Immersion Program in Indigenous Experiential Community Learning

Leeuw

Larstone

Fell

et al. 2021

IJIH

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Well-documented disparities in health status persist between Indigenous and non- Indigenous people in Canada. Medical schools have a responsibility to address underlying causes of these inequities, in part by developing future physicians’ cultural humility and their capacities in cultural safety by increasing critical anti- racism knowledge and understandings about First Nations, Inuit, and Métis Peoples. Undergraduate medical education relies heavily on, among other pedagogies, experiential learning. Moreover, a growing body of research is evidencing the value of applying humanities-informed approaches to medical education in order to produce “better doctors” (i.e., physicians who are more empathetic, compassionate, and attuned to wholistic orientations to patient wellness). The combined impact of these two approaches (experiential learning and humanities-informed pedagogies) on medical students’ development of cultural humility and capacities in cultural safety with Indigenous Peoples is unknown. This paper describes how the First Nations Community Education Program—an innovative humanities-informed Indigenous cultural immersion program—was developed and implemented as a collaborative project of the Northern Medical Program (itself the result of a partnership between the University of British Columbia’s Faculty of Medicine and the University of Northern British Columbia), the First Nations Health Authority, and Northern Health. The paper also documents impacts of the program and provides a resource for other medical education programs considering similar initiatives focused on cultural humility or the Truth and Reconciliation Commission’s Calls to Action.

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“…Several studies have documented the impact and benefits of cultural immersion as a method to teach cultural humility [9]. Similarities among the studies include short-term immersion into a culture different than own, reflective journaling, daily writing, and debriefings [10].…”

Section: Cultural Humilitymentioning

confidence: 99%

“…The paper concluded that cultural immersion experiences can produce a positive multidomain effect in its participants. [10].…”

Section: Cultural Humilitymentioning

confidence: 99%

Educating for diversity, equity, and inclusion: A review of commonly used educational approaches

Corsino

Fuller

2021

J. Clin. Trans. Sci.

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Cultural immersion in the education of healthcare professionals: a systematic review

Cited by 16 publications

References 23 publications

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

Educating Medical Students’ “Hearts and Minds”: A Humanities-Informed Cultural Immersion Program in Indigenous Experiential Community Learning

Educating for diversity, equity, and inclusion: A review of commonly used educational approaches

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