Developing cultural competence through self-reflection in interprofessional education: findings from an Australian university

Olson, Rebecca, Bidewell, John, Dune, Tinashe and Lessey, Nkosi (2016) Developing cultural competence through self-reflection in interprofessional education: findings from an Australian university. Journal of Interprofessional Care, 30 3: 347-354. doi:10.3109/13561820.2016.1144583


Author Olson, Rebecca
Bidewell, John
Dune, Tinashe
Lessey, Nkosi
Title Developing cultural competence through self-reflection in interprofessional education: findings from an Australian university
Journal name Journal of Interprofessional Care   Check publisher's open access policy
ISSN 1469-9567
1356-1820
Publication date 2016-05-03
Year available 2016
Sub-type Article (original research)
DOI 10.3109/13561820.2016.1144583
Open Access Status Not Open Access
Volume 30
Issue 3
Start page 347
End page 354
Total pages 8
Place of publication Abingdon, Oxfordshire United Kingdom
Publisher Taylor & Francis
Collection year 2017
Language eng
Abstract Interprofessional education and cultural competence are both necessary for health professionals working in interprofessional teams serving diverse populations. Using a pre–post-survey case series design, this study evaluates a novel learning activity designed to encourage self-reflection and cultural competence in an Australian interprofessional education context. Undergraduate health professional students in a large subject viewed three 7–15 minute videos featuring interviews with persons of a minority cultural, linguistic, or sexual group who were living with a disability or managing a health condition. Immediately afterwards, students in interprofessional groups completed a structured activity designed to promote interprofessional and cultural reflection. A localised version of a validated scale measured cultural competence before and after the learning activity. Results suggest the value of video-based learning activities based on real-life examples for improving cultural competence. Despite initially rating themselves highly, 64% of students (n = 273) improved their overall cultural competence, though only by M = 0.13, SD = 0.08, of a 5-point rating-scale interval. A nuanced approach to interpreting results is warranted; even slight increases may indicate improved cultural competence. Suggestions for improving the effectiveness of video-based cultural competence learning activities, based on qualitative findings, are provided. Overall the findings attest to the merit of group discussion in cultural competence learning activities in interprofessional education settings. However, the inclusion of group discussions within such learning activities should hinge on group dynamics.
Keyword Cultural competence
Cultural diversity
Interprofessional education
Self-reflection
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
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