Considering the Intercultural Development Inventory (IDI) to Assess Intercultural Competence at U.S. Pharmacy Schools

Abstract

Background: U.S. pharmacy schools need to engage in improving intercultural competence among administrators, faculty, staff, and students. The Intercultural Development Inventory (IDI) can be a possible tool to determine the level of intercultural competence. U.S. pharmacy schools need to examine the validity of the IDI within the context of health professional education prior to using this tool. Objectives: To describe the relationship between the IDI and its underlying theory, identify whether the validity of the IDI has been established within two specific contexts, and discuss the practical issues and implications of using the IDI. Methods: Medline, Embase, and selected health professional education journal websites were searched to identify fully published studies utilizing the IDI within health professional education. Eligibility of articles was determined with a standardized approach. Results: Ten studies were identified by full-text reviews, but none investigated the validity of the IDI. Conclusions: The IDI has been shown to be valid in certain contexts, but its validity has yet to be confirmed within health professional education. U.S. pharmacy schools need to examine practical issues and implications when deciding if the resources required to administer, analyze, and report IDI results are reasonable.

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence

“…Notably, the IDI recommends 30-50 hours of intentional engagement in the selfreflective process to shift DOs. 38 e number of hours that each student dedicated to cultural competence development across the DPTprogram curriculum is unknown but was likely significantly less than that recommended by the IDI. e change in cultural competence and accuracy of self-perception of cultural competence during year 1 suggests that students may have naturally engaged in more self-reflection and increased selfawareness as they transitioned into a new phase of life through the pursuit of their educational and career goals within a professional DPT education program.…”

“…Based on normally distributed IDI results in the general population, approximately 65.25% of people, on average, have Minimization as their primary orientation. 38 A study 35 investigating the cultural competence of students, faculty, and staff within a College of Nursing in the midwestern United States found that most participants scored within the Minimization orientation on the IDI preintervention, consistent with the general population. Similarly, a study 23 conducted in Australia found that pre-and post-mean IDI scores of physical, occupational, and speech therapy students who participated in international clinical placements began and remained within the Minimization orientation.…”

“…According to the IDI, Minimization is a transitional mindset that highlights commonalities or similarities in universal values and principles, and differences are deemphasized, which can mask a deeper understanding. 38 Depending on underlying contributing factors, Minimization may occur because of limited cultural selfunderstanding, which is more commonly experienced among individuals from the dominant cultural group. Alternatively, Minimization can also be used as a strategy for navigating the values and practices of the dominant cultural group, more often seen in individuals from nondominant cultural groups.…”

“…Alternatively, Minimization can also be used as a strategy for navigating the values and practices of the dominant cultural group, more often seen in individuals from nondominant cultural groups. 38 Minimization mindsets are often reinforced when strategies that focus on similarities and commonalities are successful without a need to attend to cultural differences; however, members of the nondominant culture can often feel like they are not truly seen or heard. 38 Implications of Minimization Orientations within an organizational setting may include a lack of appreciation for diversity as a resource and result in the upholding of universalistic tolerance policies (using a gender or colorblind approach) that may lead to poor recruitment and retention of diverse individuals.…”

Multilevel Latent Profile Analysis of Global Competence in PISA 2018: Small Country-Level Differences

“…Chiu & Shi, 2019;Deardorff, 2006), however, noted that while different descriptors for the definitions are available, there seems to be little conceptual difference, at least at the broad definitional level, across these concepts. For example, in Hammer (2013), intercultural competence is defined as "the capability to shift cultural perspective and appropriately adapt behavior to cultural difference and commonalities" (p. 26). In Deardorff (2006), cross-cultural competence is defined as the "ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills and attitudes" (pp.…”