Title

Educating Occupational Therapy Students to Work with Diverse Clients

Start Time

4-10-2012 8:00 PM

End Time

4-10-2012 9:30 PM

Session Type

Event

Abstract

Over the past two decades there has been growing awareness and recognition that members of racial and ethnic minority groups in the U.S. do not receive the same quality of health care services as white group members1,2,3. There are a variety of factors that contribute to this disparity, including those at the provider level. Provider level influences can stem from bias, prejudice, clinical uncertainty felt with culturally different patients, and beliefs or stereotypes regarding health and health behaviors of culturally different patients2. One strategy that has been recommended to help minimize healthcare disparities is improved cultural competency of health providers beginning with entry level education2,4.

There is little literature describing how occupational therapy education prepares entry-level occupational therapists to work with diverse clients in a culturally competent manner. The profession of occupational therapy understands that culture has a profound influence on how occupations are constructed and recommendations have been made regarding how to address issues of culture and diversity in entry-level education5. This presentation will report results of a qualitative research study in which nine occupational therapy educators were interviewed to learn how they address issues of diversity and cultural competence in their own teaching and what influences this process. Interview transcripts were analyzed and coded using line-by-line coding. Through a process of comparative analysis the initial codes were further analyzed until five categories of data emerged as elements of cultural competency education in occupational therapy. Three of the categories, faculty context, desired student outcomes, and education context form the foundation for how the faculty member creates a learning context for cultural education and determines what learning activities are used. These elements of education will be analyzed within context of current literature on cultural competence education in health care. Recommendations for entry-level education, based upon this analysis, will be included.

As a result of this poster presentation, participants will:

  1. Consider the ways in which cultural education currently occurs in OT education
  2. Identify strengths and weaknesses in current education practices related to cultural competency
  3. Identify strategies to improve cultural education of OT students.

References

1Agency for Healthcare Research and Quality. (2008). 2007 National healthcare disparities report. Retrieved from http://archive.ahrq.gov/qual/qrdr07.htm#toc

2Institute of Medicine. (2003). Unequal treatment: Confronting racial and ethnic disparities in healthcare. National Academies Press.

3Lê Cook, B., McGuire, T. G., & Zuvekas, S. H. (2009). Measuring trends in racial/ethnic health care disparities. Medical Care Research and Review, 66, 23-48. http://dx.doi.org/10.1177/1077558708323607

4Andrulis, D. P., Siddiqui, N. J., Purtle, J. P., Duchon, L. (2010). Patient Protection and Affordable Care Act of 2010: Advancing health equity for racially and ethnically diverse populations. Joint Center for Political and Economic Studies. Retrieved from: http://www.jointcenter.org/hpi/sites/all/files/PatientProtection_PREP_0.pdf

5 Kinébanian, A. & Stomph, M. (2009). Guiding principles on diversity and culture. Retrieved from the World Federation of Occupational Therapy website: http://www.wfot.org

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Oct 4th, 8:00 PM Oct 4th, 9:30 PM

Educating Occupational Therapy Students to Work with Diverse Clients

Over the past two decades there has been growing awareness and recognition that members of racial and ethnic minority groups in the U.S. do not receive the same quality of health care services as white group members1,2,3. There are a variety of factors that contribute to this disparity, including those at the provider level. Provider level influences can stem from bias, prejudice, clinical uncertainty felt with culturally different patients, and beliefs or stereotypes regarding health and health behaviors of culturally different patients2. One strategy that has been recommended to help minimize healthcare disparities is improved cultural competency of health providers beginning with entry level education2,4.

There is little literature describing how occupational therapy education prepares entry-level occupational therapists to work with diverse clients in a culturally competent manner. The profession of occupational therapy understands that culture has a profound influence on how occupations are constructed and recommendations have been made regarding how to address issues of culture and diversity in entry-level education5. This presentation will report results of a qualitative research study in which nine occupational therapy educators were interviewed to learn how they address issues of diversity and cultural competence in their own teaching and what influences this process. Interview transcripts were analyzed and coded using line-by-line coding. Through a process of comparative analysis the initial codes were further analyzed until five categories of data emerged as elements of cultural competency education in occupational therapy. Three of the categories, faculty context, desired student outcomes, and education context form the foundation for how the faculty member creates a learning context for cultural education and determines what learning activities are used. These elements of education will be analyzed within context of current literature on cultural competence education in health care. Recommendations for entry-level education, based upon this analysis, will be included.

As a result of this poster presentation, participants will:

  1. Consider the ways in which cultural education currently occurs in OT education
  2. Identify strengths and weaknesses in current education practices related to cultural competency
  3. Identify strategies to improve cultural education of OT students.