Transforming Through Reflection: Use of Student-Led Reflections in the Development of Intercultural Competence during a Short-Term International Immersion Experience

Abstract

Purpose: Curricular integration designed to include cultural competence standards for health care professionals is paramount to preparing students to meet the needs of a growing diverse population in the U.S. The purpose of this research is to examine the cultural competency development of occupational therapy students, and to report on their reflections and perspectives during a two-week immersive and service-learning experience in Guatemala. Methods: As intercultural competence is a highly personal trait, the study used a descriptive qualitative research design gaining participants’ perspectives of the short-term international immersion experience through student-led reflective focus groups, using an open discussion format, during the immersion experience. Results: Data analysis yielded three themes: Do, Experience, Understand; Change Factor; and Future Action that represent the student perspective in a cultural immersion experience. The first theme: Do, Experience, Understand encompassed participants’ discussion of how fully engaging in a culture different than their own was necessary to understand differences and commonalities. The second theme: Change Factor included expressions of dissonance in level of physical, emotional, and mental comfort that prompted a transformation within the student. The final theme: Future Action, described a tangible outcome from the immersion experience. By engaging with a different culture, participants experienced a transformation, leading to sharing of their desire to continue their advocacy efforts on behalf of others. Conclusion: Reflection became a key element in the transformative nature of the learning experience. It became obvious that a safe environment in which to share dreams, doubts, cultural missteps and successful moments was necessary for coping with feelings of dissonance. The safe sharing environment added to the cohesiveness of the group, lowered anxiety and provided opportunities for learning. Participants’ verbalized descriptions of transformative learning necessary in the development of intercultural competency during an international cultural immersion experience. By participating in a cultural immersion experience integrated into their curricular program, students began to articulate cultural competencies required to consider multiples lenses, perspectives and backgrounds of their future clients.

Experiential learning during lockdown: a teaching case describing intercultural competency development through the mechanism of reflection using different digital teaching methods

“…In a similar vein, Ceo-DiFrancesco et al (2020) argued in their study on the intercultural competence development of occupational therapy students:…”

“…Based on the experiential learning cycle (Kolb, 1984), we assume that reflection skills provide the basis for the development of intercultural competence (Ceo-DiFrancesco et al , 2020; and in a broader context, Boud et al , 2013; Sparr et al , 2017; Tharapos and O’Connell, 2022). We further assume that digital learning elements, such as learning analytics, digital gaming elements or individual digital learning paths, also make a decisive contribution to learning success (Clark et al , 2016; Sailer and Homner, 2020).…”

Transformative Learning in an International Immersion Experience for Nursing and Other Undergraduates

“…The study findings support previous nursing research findings on how short-term international immersion experiences impact undergraduates’ self-perception, cultural awareness and competence, and global health care perspective. As in similar studies of international cultural immersion trips, reflection as an essential pedagogy facilitated the transformative nature of the learning experience (Amerson, 2014; Ceo-DiFrancesco et al, 2020). This study adds to the literature given that nursing and nonnursing participants worked with an interdisciplinary health care team who engaged in experiential health promotion activities in clinical and outpatient settings.…”

International short‐term placements in health professions education—A meta‐narrative review

“…142,143 Interpretivist studies report ethical issues and other challenges, which students may encounter during international placements. 67,68,144 In comparison with the aforementioned traditions, studies of critical approach make only a small contribution to the evidence on the learner, but they show that critical reflection plays an important role in the learning process, 79,[145][146][147] although this may not always occur at the desired depth. 78,148,149 The small number of studies on LMIC students show similar findings for the learning experience and outcomes following the participation in international placements.…”