Exploring Tertiary Health Science Student Willingness or Resistance to Cultural Competency and Safety Pedagogy

There is an increasing body of literature that considers the relevance and experiences of cultural competency and safety training in health professional students. However, less is written about Australian tertiary learners’ experiences of engaging with cultural competency training. The aim of this s...

Full description

Saved in:
Bibliographic Details
Published in:International journal of environmental research and public health 2021-08, Vol.18 (17), p.9184
Main Authors: Micheal, Sowbhagya, Ogbeide, Anita Eseosa, Arora, Amit, Alford, Stewart, Firdaus, Rubab, Lim, David, Dune, Tinashe
Format: Article
Language:English
Subjects:
Cultural competence
Culture
Feedback
Learning
Medical personnel
Multiculturalism & pluralism
Native peoples
Patients
Pedagogy
Population
Professionals
Safety
Safety training
Self awareness
Sexuality
Students
Teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:There is an increasing body of literature that considers the relevance and experiences of cultural competency and safety training in health professional students. However, less is written about Australian tertiary learners’ experiences of engaging with cultural competency training. The aim of this study is to explore tertiary students’ willingness or resistance to cultural competency and safety pedagogy. Qualitative student feedback to a teaching unit was collected and triangulated with data from focus groups with tutors. Results were thematically analyzed. Willingness and resistance to cultural competency and safety teaching emerged as two key themes. Willingness to engage with the unit was largely due to student interest in the content, teaching environment and relevance of cultural competency to students’ future practice. Resistance was linked to the students feeling personally attacked, or culturally confronted, with tutors noting the topics around sexuality and white privilege being more resisted. Acknowledging reasons for student resistance and developing strategies to reduce resistance can facilitate more student engagement with cultural competency topics, ultimately leading to their future provision of culturally competent healthcare.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph18179184