Journal of Educational Evaluation for Health Professions

Kathleen De Oliveira

1 Article

Cultural competency in the physician assistant curriculum in the United States: a longitudinal study with two cohorts: Barbra Beck, Matthew H. Scheel, Kathleen De Oliveira, Jane Hopp; J Educ Eval Health Prof. 2014;11:2. Published online January 27, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.2

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Purpose
Many Physician Assistant (PA) programs have recently integrated cultural competency into their curricula. However, there is little evidence tracking the longitudinal effectiveness of curricula on culture competency. This study tested whether amount of exposure to a cultural competency curriculum affected self-assessments of cultural awareness among two cohorts of students.
Method
Cohort 1 and Cohort 2 students completed a cultural awareness survey at the beginning of the program and retook the survey at three intervals during the first year.
Results
Regression analyses confirmed significant linear relationships (two-tailed α < .05) between responses and interval number on all questions for each cohort, with exception of Question 8 for Cohort 2.
Conclusion
Results from Cohort 2 replicated those from Cohort 1 suggesting that cultural awareness among PA students benefits from repeated exposure to lessons on cultural competency. Schools attempting to develop or expand cultural awareness among students should consider integrating cultural competency training throughout the PA curriculum.

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Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations
Amr S. Soliman, Robert M. Chamberlain
J Canc Educ.2015;[Epub] CrossRef

Kathleen De Oliveira

1 Article

Promoting collaboration and cultural competence for physician assistant and physical therapist students: a cross-cultural decentralized interprofessional education model: Kathleen De Oliveira, Sara North, Barbra Beck, Jane Hopp; J Educ Eval Health Prof. 2015;12:20. Published online May 27, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.20

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Abstract PDF

Purpose
As the United States health care model progresses towards medical teams and the country’s population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE) becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. Methods: A cross-cultural decentralized IPE model for physician assistant (PA) and physical therapy (PT) students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students’ engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS) upon the completion of the series. Results: IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. Conclusion: The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

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