Cultural Competence and Awareness – Enhancing Classroom Pedagogy in Physical Therapist Education
Purpose: The purpose of this project was to describe a culturally sensitive assignment for DPT students to investigate and share their own cultural, ethnic, and religious beliefs and practices, with the intent to effectively prepare the students for cultural competence and awareness in the clinical environment.
Description: The Commission on the Accreditation in Physical Therapist Education (CAPTE) as well as the APTA’s HOD and Committee on Cultural Competence have strongly emphasized the importance of including cultural competence in the DPT curriculum. In an effort to introduce cultural competency in the classroom, the second year DPT students were asked to participate in a “cultural event” presentation as part of their coursework in an assigned professionalism course. They were given nine categories to select from including food, language, holiday traditions, art, music, jewelry/dress, religious, end of life, health practices and practitioners. Each student was asked to present the significance of their category, explain why it was important to them, and utilize any media or materials they felt were necessary to complete the assignment.
Summary of Use: Designing and implementing culturally competent educational practices is essential to teaching DPT students about the importance of cultural congruency in health care. This project aimed to allow students to take their own cultural identity into consideration, and allow themselves the vulnerability of sharing these beliefs with their fellow classmates. The students were encouraged to refrain from any judgement, keep an open mind, and support their fellow classmates throughout the presentations. Many students presented on a hidden talent, their religious beliefs, and even the recent death of a father. The classroom was full of tears and laughter throughout the duration of their individual exhibition. It was a milestone moment for that particular DPT class, as the assignment allowed them a perspective, understanding, and respect for their fellow classmates. While the person sitting next to them during a three hour anatomy lecture may appear to be very similar, this classroom activity demonstrated at times they are worlds apart. This assignment was a great tool to demonstrate and understand cultural competence; however it was also a valuable instrument towards considering cultural awareness as well. This concept delves into the second tier of Miller’s pyramid model of integrating clinical competence in medical curricula, applying knowledge.
Importance to Members: The need for culturally competent health care has increased with a rise in cultural, ethnic and religious diversity. It is only until we truly understand ourselves and our colleagues in all our idiosyncrasies and heterogeneity, that we can truly deliver culturally congruent care to patients of diverse backgrounds. The commitment to embrace cultural sensitively in an academic environment is essential to successful implementation of acceptance of a fellow classmate or colleague, and providing clinical excellence to a diverse patient population.