Transcultural healthcare immersion: A unique interprofessional experience poised to influence collaborative practice in cultural settings

Abstract

in Cultural Settings [1] represents a guiding framework predicated on a conceptual "brick and mortar" process for building cultural proficiency among individuals and within teams. It encompasses social, clinical and behavioral components (brick) and personal desire, cultural humility and values (mortar). The "bounty" aspect of the model is achieved by way of successful student learning outcomes, positive interprofessional and community-based collaborations, and finally, and to be measured over time, favorable patient and population (programmatic) outcomes. Results: In partnership with the Ghana Health Mission, Inc and local community health workers, students and faculty from a range of health professions took part in a cultural-clinical experience known as Transcultural Immersion in Healthcare. The goal of the experience was to advance cultural proficiency and knowledge through intensive cultural immersion. An urban setting in Ghana, located in West Africa served as the setting for this unique experience. Conclusion:The transcultural immersion in healthcare experience achieved its "bounty" as seen in the enhanced cultural proficiency of students and faculty, seamless interprofessional communication and collaboration, and provision of primary care and related services to patients and the Ghanaian community. Future research is in development to test the Model for Interprofessional Immersion in Cultural Settings (MIICS) in a variety of other settings and with a cross section of health disciplines.

Using International, Interprofessional Service Learning to Promote Transcultural Self-Efficacy and Interprofessional Attitudes in Health Science Students

“…Interactions between the professional faculty members were modeled, yet perhaps intentional debriefing outlining the professional interactions would have created greater impact. The overall findings of our study are corroborated by published studies examining impact on health profession students in service learning (DeBonis, 2016) interprofessional service learning (De Los Santos, McFarlin, & Martin, 2014); and improving confidence in different cultures (Dupre, 2007;Kohlbry, 2016;Morton, 2011).…”

Cultural Humility

“…This attribute is defined as a critical process of reflecting on one’s thoughts, feelings, and actions. Terms used that fall under this heading included self-reflection, self-critique, thinking critically about one’s self, self-evaluation and critique, self-reflection and discovery, self-questioning and critique, reflection, self-reflective process, knowledge acquisition and reflective practice, reflective openness, and introspection (American Association of Diabetes Educators, 2012; Chang et al, 2012; Clark et al, 2011; Coulehan, 2010; Fahey et al, 2013; Foster, 2009; Hammell, 2013; Hilliard, 2011; Isaacson, 2014; Ma et al, 2014; Miller, 2009; Morton, 2012; Nazar et al, 2014; Reynoso-Vallejo, 2009; Ross, 2010; Schuessler, Wilder, & Byrd, 2012; Vogt, 2011; Yeager & Bauer-Wu, 2013). The self-reflection and critique was described as a journey or endless process of continual reflection and refinement.…”

Comparison of Occupational Therapy Students’ Perceived Skills After Traditional and Nontraditional Fieldwork

“…Studies addressing self-perceptions of professional skills are difficult to compare because of variation in the way professional skills are defined. Many studies have addressed cultural awareness and understanding as a professional skill, and it is often mentioned as a skill that tends to improve with a community-based experience (e.g., Black & Wells, 2007;Doll, 2011;Gitlow, 2011;Meyers, 2009;Morton, 2012;Perrin & Wittman, 2001;Scott, 2004;Velde & Wittman, 2001;Velde, Wittman, & Mott, 2007). Black and Wells (2007) indicated that every clinical interaction involves multiple cultures and cited Fitzgerald (1992), who observed that in clinical interaction at least three cultures are involved: the personal culture of the provider, the personal culture of the client, and the culture of the primary medical system.…”

“…Moreover, students in CF learn how to propose, develop, and implement occupational programs at community sites (Flecky, 2011;Scott, 2004). CF also has been found to provide students with opportunities to explore different cultures and overcome stereotypical thinking concerning minority populations (Black & Wells, 2007;Bourke & Hudson, 2005;Doll, 2011;Forwell, Whiteford, & Dyck, 1997;Gitlow, 2011;MacRae, 2012;Moffett & Garbarini, 2004;Morton, 2012;Perrin & Wittman, 2001;Velde & Wittman, 2001).…”