Meiring Donovan, Emily

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MEDICA@MUSC (Medical University of South Carolina)

Medical University of South Carolina MEDICA Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium MUSC Division of Occupational Therapy 2024 Increasing Occupational Therapy Student Confidence with Cultural Humility in Clinical Practice Through Meaningful Resources Emily Meiring Donovan Follow this and additional works at: https://medica-musc.researchcommons.org/muscotd-elotd Increasing Occupational TherapyStudent Confidence with CulturalHumility in Clinical Practice ThroughMeaningful ResourcesEMILY (MEIRING) DONOVAN, OTDSCAPSTONE DEFENSE24 APRIL, 2024FACULTY MENTOR: AMANDA K. GILES, OTD, OTR/L, FAOTA CAPSTONE SITE: INTERNATIONAL CLINICAL EDUCATORS + MUSCCultural humility is a life-long commitment to learningand delving into the process of self-reflection andawareness; not only to practice respect for others’cultures and values, but to primarily start by examiningone’s own cultural identities in order to (1) buildtrustworthy relationships and (2) to eliminate healthdisparities (Yeager & Bauer-Wu, 2013)BACKGROUNDClient-centered care is foundational to occupationaltherapy whereby healthcare professionals recognize apatient’s current knowledge, beliefs, and values asintegral parts of the client’s being to incorporate intotreatment in order to foster compassion, provide equity,and build a strong patient-provider relationship (Yam, etal., 2020)BACKGROUNDEducating future healthcare students and practicing professionals on culturalhumility is essential to providing client-centered care (Yam, et al., 2020) HIGHERLEVELS OFCULTURALHUMILITYINCREASED BUY-INBETTER CLIENT-THERAPISTRELATIONSHIPSIMPROVEDPATIENTOUTCOMESSIGNIFICANCENEEDS ASSESSMENT Student Perspectives on theConcept of Cultural HumilityStudent Perspectives on BestWays to Teach Cultural Humility2ND-YEAR MUSC OTD STUDENTS(CLASS OF ‘24), N=35To develop resourcessurrounding the topic ofcultural humility forintegration into OT/OTAprograms in order to supportan increase in awareness,understanding, andconfidence amongststudents. PURPOSESUPPORTING FRAMEWORK: The Canadian Model of Occupational Performance and Engagement (CMOP-E) 2 31In order to increase OT studentconfidence with cultural humility, Iwill create a video case study withfaculty resources. In order to increase my confidenceand teaching ability, I will createand implement multiple lessonplans as a teaching assistant in anOTD course.  In order to enhance myunderstanding of cultural humilityin occupational therapy, I willengage in at least five learningopportunities related to culturalhumility and global health. DELIVERABLEKNOWLEDGE TEACHINGPROJECT AIMSSTAKEHOLDERSOT & OTASTUDENTSOT & OTAFACULTYINTERNATIONALCLINICAL EDUCATORCONSUMERSINDIRECTLY: PATIENTSINTERNATIONALCLINICAL EDUCATORSTAFFDELIVERABLESEducation Module on the topicof Cultural Humility forSynthesis CourseHandout on Cultural Humility Clinical Reasoning Questions forICE videos regarding CulturalHumilitySynthesis CourseAcademic TeachingSeminarPoster Presentation forMUSC Global Health WeekIndia CollaborationAdaptive PE atPattison’s AcademyPediatric DocuLearnCollaborationEXPERIENCEMUSCICEIMPLEMENTATIONDESIGNDATA ANALYSISMETHODSQUALITY IMPROVEMENTMIXED METHODS DESIGN LECTURE + RESOURCES ON CULTURALHUMILITY FOR ICE AND MUSCDATA COLLECTION STRENGTHS LIMITATIONSLimited to one lab duringsemester course to teachcontentLab opportunity was optionalto students and was not ableto reach full sample size2nd year OTD students:(class of 2025) pre &post REDCap SurveysQuantitative data analyzedusing descriptive statisticsand Wilcoxon Signed-RankTest Qualitative data analyzedusing thematic analysisOpportunities for feedbackand collaborationthroughout semesterAbility to be flexible and tochange course of action tomeet the students’ needsKEY FINDINGSStudent Perspectives on the Concept of Cultural Humility Pre + Post-InterventionStudent Quotes Post-InterventionA Wilcoxon Signed-Rank test indicated a statistically significant improvement in student comfortwith the concept of cultural humility (n=42, S= -192.5, p<.0001) as well as their ability toimplement cultural humility into all evaluations and treatment sessions (n=42, S=-192, p<.0001)KEY FINDINGSEmily was an effective teacher. Emily was approachable andwilling to help.Survey Responses: n=53 (2nd-year OTD Students)100% Strongly Agree + Agree 100% Strongly Agree + AgreeStrongly Agree86.8%Agree13.2%Strongly Agree92.5%Agree7.5%POTENTIAL IMPACT ON THE DISCIPLINE OF OTANTICIPATED OVERALL IMPACTIncrease student self-reflection regarding own cultural identity to betterunderstand the overall concept of culture and cultural humility. Increase student confidence and awareness of cultural humility topromote compassionate interactions in healthcare with patients andfamilies. Empowering future clinicians to provide compassionate, holistic, andunbiased care, and ultimately improve patient outcomes. Promoting an increase in client-centered care through cultural humilityeducation by dissecting terminology, exploring one’s own culture, andunderstanding the impact from patient testimonials. SUSTAINABILITY & RECOMMENDATIONSContinued implementation of cultural humility topic in fieldworkpreparedness courses. Incorporating cultural humility and culturally sensitive care into curriculumsacross all foundational and clinical courses within OT and OTA programs. Utilize clinical reasoning questions in conjunction with ICE video casestudies.Continue exploring international opportunities for expanding on videoexamples. CONCLUSIONOUTCOMESSuccessful implementation of education module for the synthesis course at MUSC. Increased awareness and supported an increase in 2nd-year OTD’s perceivedconfidence level with the concept of cultural humility. Helped to facilitate new conversations surrounding embedding cultural humility intoOT curriculum through clinical reasoning questions for existing ICE videos. Received necessary and constructive feedback from faculty regarding deliverables.“The one-pager would be a great way to start off the pediatrics course.” - Dr.Brooke MulreninACKNOWLEDGMENTSFaculty Mentor:  Amanda K. Giles, OTD, OTR/L, FAOTACapstone Coordinator:  Joy Crawford, OTD, OTR/LCapstone Sites:  ICE and MUSCCapstone Teammate:  Mackenzie WalkerSite Mentor:  Amanda K. Giles, OTD, OTR/L, FAOTAREFERENCESArif, S., Cryder, B., Mazan, J., Quiñones-Boex, A., & Cyganska, A. (2017). Using patient case video vignettes to improve students' understanding of cross-cultural communication. American Journal of Pharmaceutical Education, 81(3), 56. 10.5688/ajpe81356Arruzza, E., & Chau, M. (2021). The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and studentsatisfaction among undergraduate health science students: a scoping review. Journal of Educational Evaluation for Health Professions, 18(0), 18, 3.10.3352/jeehp.2021.18.3 Hammell, K. R. W. (2013). Occupation, well-being, and culture: Theory and cultural humility / Occupation, bien-être et culture: la théorie et l’humilité culturelle.Canadian Journal of Occupational Therapy (1939), 80(4), 224-234. 10.1177/0008417413500465 Patridge, E. F., & Bardyn, T. P. (2018). Research Electronic Data Capture (REDCap). Journal of the Medical Library Association, 106(1), 142-144.http://doi.org/10.5195/jmla.2018.319Yam, N., Murphy, A., & Thew, M. (2020). Occupational Therapy for South Asian Older Adults in the United Kingdom: Cross-Cultural Issues. SAGE Publications.10.1177/0308022620933207Yeager, K. A., & Bauer-Wu, S. (2013). Cultural humility: Essential foundation for clinical researchers. Applied Nursing Research : ANR, 26(4),10.1016/j.apnr.2013.06.008. Presentation are communication tools that can be used as demonstrations, lectures, speeches, reports, and more. It is mostlypresented before an audience.Thank You

Increasing Occupational Therapy Student Confidence with Cultural Humility in Clinical Practice Through Meaningful Resources

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Increasing Occupational Therapy Student Confidence with Cultural Humility in Clinical Practice Through Meaningful Resources

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