Document Type (Journals)
Interprofessional teams of occupational therapy, physical therapy, physician assistant, and dental hygiene students from the University of South Dakota participated in a service-learning experience in Guatemala. Student perceptions were measured using the Interprofessional Attitudes Scale and the Transcultural Self-Efficacy Tool. Qualitative data were obtained through written reflections and discussions during the immersion component of the service-learning experience. Students reported statistically significant improvements in transcultural self-efficacy as defined by their confidence in interviewing individuals from different cultures; their values, attitudes, and beliefs regarding cultural awareness, acceptance, appreciation, recognition, and advocacy; and their knowledge on how cultural factors influence care. Slightly different findings emerged concerning students’ attitudes about interprofessional practice. Qualitative analysis of personal reflections showed that many students felt purposeful when working as part of an interprofessional team and appreciated the dialogue with other professionals when discussing patient care.
Shana Cerny, OTD, OTR/L, BCP is an Assistant Professor in the Department of Occupational Therapy at the University of South Dakota, Vermillion. Lana Svien, PhD, PT is a Professor and Chair in the Department of Physical Therapy at the University of South Dakota, Vermillion. Julie Johnson, MD is an Associate Professor of Physician Assistant Studies at the University of South Dakota, Vermillion. Bethany Hansmeier, OTD, OTR/L was a student in the Department of Occupational Therapy at the University of South Dakota, Vermillion at the time of the study.
Declaration of Interest
The authors report no declarations of interest.
Cerny, S. L., Svien, L., Johnson, J., & Hansmeier, B. (2018). Using International, Interprofessional Service Learning to Promote Transcultural Self-Efficacy and Interprofessional Attitudes in Health Science Students. Journal of Occupational Therapy Education, 2 (1). https://doi.org/10.26681/jote.2018.020104
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