Effectiveness of a Developmental Curricular Design to Graduate Culturally Sensitive Practitioners
Occupational Therapy / Interdisciplinary
Students admitted to a graduate Occupational Therapy or Optometry Program of Study
Volunteer sample: 45 students (28 optometry; 17 occupational therapy)
Statistical Test(s) Used
Intercultural Development Inventory; Focus Groups
The purpose of the study is to explore the effectiveness of the Developmental Model of Intercultural Sensitivity (DMIS) (Bennett, 1993) as a curricular framework to support increasing intercultural sensitivity of health care students. The Intercultural Developmental Inventory (IDI) was administered to 17 occupational therapy (OT) and 28 optometry (OPT) students upon matriculation into their respective programs of study and again upon completion of three years of study. OT students participated in a cultural curricular design based upon the Developmental Model of Intercultural Sensitivity beginning at a level compatible with IDI scores upon admission to the program, while OPT participated in cultural study not guided by the DMIS nor IDI results. Qualitative data to elaborate on students’ phenomenological experience of cultural learning over 3 years of study was gathered via focus groups.
Boggis, Tiffany, "Effectiveness of a Developmental Curricular Design to Graduate Culturally Sensitive Practitioners" (2009). Pacific University Research Data. Paper 11.
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