Integration of Cultural Competence in Physical Therapist Education

Romanello, Mary L.

doi:10.1097/00001416-200701000-00005

Cited by 18 publications

(7 citation statements)

References 18 publications

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“…This provided the opportunity to assess cultural competence development without ethnic diversity in the classroom. Romanello (2007) found that ethnic diversity in the classroom was an integral component to increasing cultural competence. This study shows that it is possible to make improvements in cultural competence even when the diversity is lacking in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…There are many ways in which physical therapy programs can infuse the message of cultural competence. Romanello (2007) describes a physical therapy program committed to the integration of cultural competence throughout the curriculum. She found that the program focused on creating a diverse campus environment, diverse clinical experiences, and a faculty committed to exploring diversity issues with students.…”

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confidence: 99%

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Curricular Integration and Measurement of Cultural Competency Development in a Group of Physical Therapy Students

Black

Palombaro

Dole

et al. 2015

JoSoTL

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Abstract Introduction and Background The link between cultural competence and effective physical therapy encounters is established. Physical therapist educational programs face the challenge of fostering the cultural competence of students in effective and meaningful ways within the curriculum. They also face the challenge of measuring the development of cultural competency to establish efficacy in the curriculum. One program measured the development of cultural competency in its students using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after the program’s various educational opportunities immersed throughout the curriculum that could serve to increase cultural competency. In the three-year curriculum, the students participated in both mandatory and voluntary experiential learning opportunities. Required didactic presentations and activities were integrated throughout the curriculum and designed to enhance cultural competency. Voluntary experiences included providing service and/or leadership to a student-run pro bono clinic. The program was interested in whether cultural competency increased after these experiences and whether leadership opportunities or additional hours of voluntary service beyond the class median caused increases that exceeded the minimal detectable change (MDC) reported in the literature. Methods All students completed the IAPCC-SV at the beginning of their Doctor of Physical Therapy education and again at the end of their final year of didactic curriculum. Results For the class of 2011, a Wilcoxon signed ranks test noted a significant increase in IAPCC-SV scores from pre-test (56.51 +/- 4.82) to post-test (64.16 +/- 6.19) in the Class of 2011, p  .001. For the class of 2012, a Wilcoxon signed ranks test noted a significant increase in IAPCC-SV scores from pre-test (58.87 +/- 5.67) to post-test (64.13 +/- 5.47) in the Class of 2012, p  .001. Sixteen students from the class of 2011 and 13 from the class of 2012 exceeded the 8.57-point MDC of the IAPCC-SV. Discussion and Conclusion Exposure to a variety of cross-cultural encounters throughout a physical therapy curriculum significantly increases self-rating of cultural competency in these graduate students. Students who take advantage of volunteer leadership roles in extensive cross-cultural encounters may be more likely to achieve an increase that exceeds the MDC on the IAPCC-SV. These results are particularly interesting given that the students themselves were ethnically homogeneous and did not experience cultural diversity within the constituents that made up their class or faculty.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Curricular Integration and Measurement of Cultural Competency Development in a Group of Physical Therapy Students

Black

Palombaro

Dole

et al. 2015

JoSoTL

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“…13 A current dialogue regarding the use of cultural competence and cultural humility frameworks for teaching students is occurring in medicine, social work, occupational therapy, and nursing. [5][6][7][8][9][10][13][14][15][16][17][18][19][20][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40] For the authors, the current dialogue has underscored the need in PT for starting a conversation about the merits and drawback of these 2 positions. To situate the current dialogue among scholars and advance the authors' position, a deeper understanding and review of the predominant frameworks of cultural competence and cultural humility in health care practice is required.…”

Section: Position and Rationalementioning

confidence: 99%

Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education

Bangs

Hayward

Donlan

2022

JOPTE

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Background and Purpose. Integrating the concepts of cultural humility and cultural competence into physical therapy (PT) practice may reduce health care disparities and improve patient-centered care. Although several frameworks exist for teaching physical therapist students about cultural competence and cultural humility, discussion about which framework is comprehensive enough to capture the complexity of this topic is unresolved. The purpose of this position paper was to raise awareness in physical therapist and physical therapist assistant (PTA) education about existing frameworks of cultural competence and cultural humility and present a rationale for the inclusion of both in educational approaches. Position and Rationale. This article examines the concepts of cultural competence and cultural humility, explores the differences between these 2 concepts, and provides a rationale for integrating both theoretical constructs into PT and PTA education. Discussion and Conclusion. Cultural competence and cultural humility frameworks are evolving and so should faculty member approaches to teaching this content to PT students. Contemporary pedagogy requires a focused lens through which to prepare students for incorporating cultural awareness into clinical care to avoid potential cultural mismatches. Creating a new framework that synthesizes the principles of cultural competence and cultural humility may encourage more inclusivity. Cultural pedagogy has the potential to improve the patient experience and health outcomes by empowering students to provide care that is sensitive to important patient cultural differences.

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“…Experiential activities support the student to visit different settings; conducting personal interviews with people from diverse cultural backgrounds; and attending a program, function, or organizational meeting of a group unfamiliar to the student (Muzumdar, Holiday‐Goodman, Black, & Powers, 2010). Self‐reflection activities require the student to write and discuss their own attitudes, beliefs and behaviours (Ekelman et al, 2003; Musolino et al, 2009, 2010; Panzarella, 2009; Romanello, 2007; Romanello & Holtgrefe, 2009; Werremeyer & Skoy, 2012). Other teaching strategies include online discussion forums, providing reading materials, video segments, documentaries, classroom lectures, case discussions, group work, role plays and simulated patient exercises (Haack & Phillips, 2012; Hawala‐Druy & Hill, 2012; Okoro, Odedina, & Smith, 2015; Poirier et al, 2009; Sales, Jonkman, Connor, & Hall, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Other teaching strategies include online discussion forums, providing reading materials, video segments, documentaries, classroom lectures, case discussions, group work, role plays and simulated patient exercises (Haack & Phillips, 2012; Hawala‐Druy & Hill, 2012; Okoro, Odedina, & Smith, 2015; Poirier et al, 2009; Sales, Jonkman, Connor, & Hall, 2013). Students themselves believe that an emphasis on understanding cultural values and beliefs and culturally competent practices would improve their ability to translate these skills to interactions in clinical practice (Romanello, 2007).…”

Section: Introductionmentioning

confidence: 99%

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

Fryer

Edney

Kessel

2020

Physiotherapy Res Intl

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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.

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Integration of Cultural Competence in Physical Therapist Education

Cited by 18 publications

References 18 publications

Curricular Integration and Measurement of Cultural Competency Development in a Group of Physical Therapy Students

Curricular Integration and Measurement of Cultural Competency Development in a Group of Physical Therapy Students

Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education

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

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