Beginning with the end in mind: Evaluating outcomes of cultural competence instruction in a doctor of physical therapy programme

Abstract

The education of physical therapists must prepare them for autonomous practice providing culturally appropriate care. Models are available to guide curricular changes for cultural competence but little is available on methods to assess the outcomes. This article describes two methods to measure outcomes of cultural competence instruction in physical therapy education. These methods are the integrated standardised patient examination (ISPE) and a refugee screening program. These outcomes will determine how cultural curricular changes will drive student learning. The ISPE assesses cultural competence in a simulated clinical setting, utilising standardised patients (SP), who are trained lay people, to portray particular medical conditions. Patient concerns such as depression, anger, silence, cultural barriers, signs of domestic violence, etc. that students may not be exposed to in clinical experiences can be portrayed in the ISPE and assessed against defined standards of cultural competence. A refugee screening programme allows students to practice culturally appropriate care and measures outcomes of the cultural curriculum. Students meet with recent refugees while using a translator to obtain a health history and complete a systems review. Students discuss the results of their screening and make recommendations to the refugee and the primary physician. Students complete a debriefing questionnaire about the experience and their academic preparation.

Keywords:

• Standardised patient
• cultural competence
• physical therapy education