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Tuesday, April 28, 2009
Sadrivaan A and B (The Hilton Istanbul Hotel )
Background
Health professionals often work with multicultural population groups both within their own country and overseas. A key indicator of their success is to develop and offer programs and services that address the health and social needs of groups in specific cultural settings.
Research Question
While the benefits of intercultural competency are readily recognized, the key question is how does one develop an understanding of different cultures and develop skills that lead to effective encounters with persons from different cultures?
Methods
This paper describes a specially designed course at a university to develop intercultural competence and the student learning outcomes associated with it. It is based on a series of cross-sectional studies conducted over multiple semesters over a two-year time period with 226 students. The curriculum uses multiple pedagogical methods (such as lecture-discussion, group work, case studies, and select readings) and is enriched by use of multi-media approaches including a course management system, video streaming, virtual discussion boards, etc. Additionally, special assignments such as cultural heritage assessment and health traditions assessment offer the students the opportunity to complete a comparative analysis of their own cultures with those of others. Students demonstrate their knowledge and skills through frequent classroom assessments and a capstone group project presentation on a specific cultural group focusing on the interrelationship between culture, health and illness. Student learning outcomes are measured through a self-administered, anonymous survey at the end of the course.
Results
Results indicate increases in the proportion of students showing gains in measures of intercultural competency using a Likert scale. Evaluation rubrics and additional resources to promote intercultural competency will be shared.
Impact
The benefits of such training programs in academic settings and their ready applicability to other public health workforce development programs will be emphasized. Participants can readily put to use the resources shared.
Health professionals often work with multicultural population groups both within their own country and overseas. A key indicator of their success is to develop and offer programs and services that address the health and social needs of groups in specific cultural settings.
Research Question
While the benefits of intercultural competency are readily recognized, the key question is how does one develop an understanding of different cultures and develop skills that lead to effective encounters with persons from different cultures?
Methods
This paper describes a specially designed course at a university to develop intercultural competence and the student learning outcomes associated with it. It is based on a series of cross-sectional studies conducted over multiple semesters over a two-year time period with 226 students. The curriculum uses multiple pedagogical methods (such as lecture-discussion, group work, case studies, and select readings) and is enriched by use of multi-media approaches including a course management system, video streaming, virtual discussion boards, etc. Additionally, special assignments such as cultural heritage assessment and health traditions assessment offer the students the opportunity to complete a comparative analysis of their own cultures with those of others. Students demonstrate their knowledge and skills through frequent classroom assessments and a capstone group project presentation on a specific cultural group focusing on the interrelationship between culture, health and illness. Student learning outcomes are measured through a self-administered, anonymous survey at the end of the course.
Results
Results indicate increases in the proportion of students showing gains in measures of intercultural competency using a Likert scale. Evaluation rubrics and additional resources to promote intercultural competency will be shared.
Impact
The benefits of such training programs in academic settings and their ready applicability to other public health workforce development programs will be emphasized. Participants can readily put to use the resources shared.
Learning Objectives: 1. Define and discuss intercultural competence and its utility in providing public health programs and services to diverse population groups. 2. Specify three strategies for teaching intercultural competence to future health professionals. 3. Identify three resources to enhance one’s knowledge about intercultural issues.
Sub-Theme: Core public health competencies
See more of: Poster: Core Public Health Competencies
See more of: Public Health Education for the 21st Century
See more of: Public Health Education for the 21st Century