Date Presented 04/05/2025
Local service learning and intercultural events, along with didactic learning, are effective tools in enhancing cultural competency in OT students and help develop the future generation of OTs to provide culturally sensitive care.
Primary Author and Speaker: Nancy Finkelstein Kline
Additional Authors and Speakers: Marion Dela Pena, Yazmine Bernier, Jenna Gargano
BACKGROUND: This study investigated the impact of Coalition of Occupational Therapy Advocates for Diversity (COTAD) Chapter events in developing the cultural competency of Downstate occupational therapy students. 60 1st and 2nd-year students participated in the study in the fall 2023 semester. The study assessed whether students who attended 2-3 COTAD Chapter events, which included local service learning and intercultural programs, would exhibit higher Cultural Competence Assessment Instrument (CCAI-UIC) scores compared to students who only participated in the didactic course curriculum.
METHOD: A pre and post-CCAI-UIC as well as five question survey were administered to analyze the cultural competency of Downstate occupational therapy students. The CCAI-UIC, measures cultural knowledge, skills, and organizational support across cognitive, behavioral, and contextual factors (Suarez-Balcazar, 2011). Pilot data was analyzed using Pearson Product Moment Correlation Coefficient to explore correlations between 3 groups: 1st-year students not involved in COTAD Chapter events versus those who were, 2nd-year students in similar categories, and 1st-year students versus 2nd-year students who participated in COTAD Chapter events.
RESULTS: Findings indicated a moderate negative correlation among first-year students who did not participate in COTAD Chapter events and those who did (r = −.394). A moderate positive correlation was observed between second-year students in similar groups (r = .301). Additionally, a low negative correlation, signifying a slight association, was noted between 1st-year and 2nd year students involved in COTAD Chapter events (r = −.261). The statistical analysis suggested that exposure to varying levels of cultural competency training, including COTAD Chapter events, contributes to students’ self-perceived cultural competence.
References
DeVane Wall-Bassett, E., Vasudeva Hegde, A., Craft, K., & Louise Oberlin, A. (2022). Using Campinha-Bacote’s Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program. Journal of International Students, 13(1). https://doi.org/10.32674/jis.v13i1
White, J., Plompen, T., Tao, L., Micallef, E., & Haines, T. (2019). What is needed in culturally competent healthcare systems? A qualitative exploration of culturally diverse patients and professional interpreters in an Australian healthcare setting. BMC Public Health, 19(1). https://doi.org/10.1186/s12889-019-7378-9
Suarez-Balcazar, Yolanda & Baicazar, F. & Taylor-Ritzier, T. & Portillo, Nelson & Rodakowsk, Juleen & Garcia-Ramirez, Manuel & Willis, Celestine. (2011). Development and Validation of the Cultural Competence Assessment Instrument: A Factorial Analysis. Journal of Rehabilitation, 77. 4–13
