Increasing Cultural Competence: Implementation of Study Away/Abroad in an Athletic Training Program

Abe-Hiraishi, Sayuri; Grahovec, Nicholas E.; Anson, Denis; Kahanov, Leamor

doi:10.4085/130167

Cited by 15 publications

(10 citation statements)

References 26 publications

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“…4 Moreover, limited evidence supports the efficacy of current approaches to integrate cultural competence curriculum into athletic training education. [6][7][8][9] This paper presents intergroup dialogue as 1 promising method to do so. Definition of cultural competence and background information will set up an explanation of what intergroup dialogue is and how this approach may be used in athletic training education to promote cultural competence.…”

Section: Introductionmentioning

confidence: 99%

Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

Kochanek

2020

Athletic Training Education Journal

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Context Sport is an increasingly diverse context. This reality has prompted clinicians and educators to emphasize cultural competence education in athletic training. However, few efforts go beyond traditional, didactic methods and teach cultural competence in practically meaningful ways. One evidence-based approach that has potential to promote cultural competence in athletic training education is intergroup dialogue. Objective To describe intergroup dialogue in concept and research, demonstrate why this pedagogy can support cultural competence in athletic training education, and detail what such an approach looks like in practice. Background Intergroup dialogue has origins in critical pedagogical philosophies and emerged as a part of broader social and political movements in the United States. Over the last 30 years, scholars have systematically employed and studied the approach in higher education. Description Intergroup dialogue is an interdisciplinary approach that teaches people how to communicate across differences. Guided by trained facilitator(s), this method can help participants develop an understanding of diversity and practical skills to constructively navigate social-cultural differences in order to improve relationships and effect positive social change. Clinical Advantage(s) Intergroup dialogue can address the critical need for engaging pedagogy that helps athletic training students and practitioners develop cultural competencies. This method can equip those in athletic training with a critical awareness of social-cultural differences and practical skills to provide culturally sensitive care and promote equity. Conclusion(s) Athletic training educators can consider intergroup dialogue as a promising pedagogical approach to promote cultural competence in athletic training

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Section: Introductionmentioning

confidence: 99%

Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

Kochanek

2020

Athletic Training Education Journal

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“…One way for athletic training educators to help prepare their students to work with a diverse population of patients in their future roles in health care is through international educational experiences and short-term study abroad opportunities. [1][2][3][4][5][6] International travel can be stressful, even to the seasoned traveler. This short-term study abroad program allowed the students to experience international travel as part of a group.…”

Section: Discussionmentioning

confidence: 99%

“…Because of the prescriptive nature of professional entry-level athletic training programs, many study abroad opportunities have the potential to cause delay or disrupt the normal progression for the traditional athletic training student, especially yearlong or semester-long experiences. [1][2][3] One way for athletic training students to travel internationally and experience other cultures is through short-term study abroad programs. These programs are increasing in popularity and prevalence across athletic training, allowing students to experience different cultures while maintaining their progression within their athletic training curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…Currently there are resources available for educators interested in developing a short-term study abroad program for athletic training students, including Guyer 1 and Jutte, 2 who outline their personal experiences planning and executing international educational experiences with step-by-step advice. Information about embedding study abroad into athletic training curriculum can be found in Abe-Hiraishi et al 3 Although this information provides the ''how to'' for shortterm study abroad programs, what is missing in the literature is the student's perspective on participating in an international educational experience. The purpose of this article is to 1.…”

Section: Introductionmentioning

confidence: 99%

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Short-Term Study Abroad: The Students' Perspective on London 2019

Payne

Chapman

Daly

et al. 2019

Athletic Training Education Journal

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Context Many study abroad experiences are difficult for athletic training students to attend because of the prescriptive nature of the athletic training curriculum. Short-term study abroad programs allow students to participate in an international educational experience without the time commitment of semester-long or yearlong programs. Objective To report the students' perspective of a short-term study abroad experience. Background In January 2019 a short-term study abroad program was offered for athletic training students. The program included attendance at a sports medicine conference, networking opportunities, and cultural activities. Synthesis Through a group debriefing session and guided reflection questions, four athletic training students who attended the short-term study abroad program in London reflected on their preparations for the international travel and their experiences while abroad. Recommendation(s) Continued research should be conducted to objectively assess how short-term study abroad programs influence students' cultural awareness and cultural competency upon return. Conclusion(s) Short-term study abroad programs are one way for students to increase cultural awareness while staying on track with their athletic training curriculum. From the students' perspective, once they overcame the perceived barriers to international travel, the experience was positive, and they would recommend it to other athletic training students.

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“…When students study abroad, they are in an unfamiliar environment, thus it allows students to explore their own values, beliefs, and biases. Due to this, when the students return home, they embrace diversity and are more confident when interacting with individuals from a different cultural background than themselves [59,60]. To encourage more dietetic students to participate in a study abroad, in the dietetic curriculum, the dietetic faculty could connect with other institutions abroad within their classes.…”

Section: Discussionmentioning

confidence: 99%

Determining the Associations between Dietetic-Related Activities and Undergraduate Dietetic Students’ General Cultural Knowledge, Attitudes, and Beliefs

Andrade

2019

Nutrients

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Background: As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students’ general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. Therefore, the study’s purpose was two-fold: (1) validate a general cultural KAB instrument for dietetic students, and (2) determine associations among dietetic-related cultural activities and students’ KAB. Methods: A general KAB instrument was developed based on a literature review and dietetic curriculum. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts (n = 4) and a focus group with dietetic graduate students (n = 6), resulting in a 41-item tool. This instrument was further piloted in a diverse population of undergraduate dietetic students across the United States. Exploratory Factor Analysis (EFA) and Cronbach alpha (α) for internal consistency were conducted. Multiple linear regressions and Spearman correlation analyses determined associations between demographics, activities, and KAB scores. Statistical significance was determined at p < 0.05. Results: Students (n = 187) completed the questionnaire. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included 10 items. Internal consistency for the overall instrument (α = 0.86), Knowledge (α = 0.93), and Attitudes/Beliefs (α = 0.74) was high. Students’ cultural knowledge was associated (r = 0.30; p < 0.05) with cultural-related activities. Similarly, students who had lived or studied abroad had better attitudes and beliefs towards cultural aspects. Conclusions: The KAB had good validity. Cultural learning activities enhanced cultural knowledge, however to a lesser extent influenced the attitudes and beliefs of dietetic students.

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Increasing Cultural Competence: Implementation of Study Away/Abroad in an Athletic Training Program

Cited by 15 publications

References 26 publications

Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

Short-Term Study Abroad: The Students' Perspective on London 2019

Determining the Associations between Dietetic-Related Activities and Undergraduate Dietetic Students’ General Cultural Knowledge, Attitudes, and Beliefs

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