University Presentation Showcase: Undergraduate Division
Studying abroad, let’s have a sticky beak.
Presenter Hometown
Richmond Ky
Major
Occupational Science
Department
Occupational Science and Occupational Therapy
Mentor
Dr. Sara Brito
Mentor Department
Occupational Science and Occupational Therapy
Recommended Citation
copeland, gracey m.; Osborne, Isaac; Micke, Lauren; Cain, Erin; and Stahl, Ella, "Studying abroad, let’s have a sticky beak." (2026). University Presentation Showcase Event. 15.
https://encompass.eku.edu/swps/2026/undergraduate/15
Abstract
Aim To understand how a study abroad experience informs occupational therapy students' understanding of cultural humility and its significance when working in health care. Background Study abroad experiences immerse students in new cultural and social contexts, expanding their understanding of how culture shapes everyday life, health beliefs, and systems of care. These experiences encourage students to challenge assumptions, engage in reflective thinking, and strengthen skills in intercultural communication and adaptability. For health professionals, experiences connect directly to the practice of cultural humility, which Agner (2020) defines as a lifelong process of self-reflection, openness, and respect for others’ cultural identities. Cultural humility emphasizes that clients are the experts of their own experiences, requiring practitioners to listen and adapt their approaches accordingly. Methods This was a qualitative study that used a thematic analysis to analyze photovoice journals of students maintained during their study abroad experience. Students were tasked with taking video and photo footage each day of their activities while overseas. They also kept a corresponding contemporaneous journal. Data Analysis was conducted by the students. They independently recorded their key learning and met with each other to discuss their results. Results Through reflection of our experiences abroad and being exposed to alternative cultural practices, it assisted us in developing: 1. Empathy, from travelling with a group of students who had different backgrounds and experiences. 2. Curiosity, by allowing for understanding of different cultures. 3. Independence/self-directed learning, from traveling abroad, which allowed us multiple experiences to grow our independence through self-directed learning. Discussion In our small study, the themes emerged from our experiences and developed our understanding of cultural humility. This study helped us to discover traits about ourselves that we may not have known we had developed. We recognized that to fully understand others' experiences, we must first be intrigued and curious about the topic, which helps us further develop our knowledge and understanding. Conclusion We all concluded that this study abroad experience gave us the opportunity to become more independent as young adults, as well as take charge of our own learning. Initiating self-directed learning taught us that we must seek out opportunities to grow and learn more about diverse topics that broaden our understanding and experiences.
Presentation format
Poster
Studying abroad, let’s have a sticky beak.
Aim To understand how a study abroad experience informs occupational therapy students' understanding of cultural humility and its significance when working in health care. Background Study abroad experiences immerse students in new cultural and social contexts, expanding their understanding of how culture shapes everyday life, health beliefs, and systems of care. These experiences encourage students to challenge assumptions, engage in reflective thinking, and strengthen skills in intercultural communication and adaptability. For health professionals, experiences connect directly to the practice of cultural humility, which Agner (2020) defines as a lifelong process of self-reflection, openness, and respect for others’ cultural identities. Cultural humility emphasizes that clients are the experts of their own experiences, requiring practitioners to listen and adapt their approaches accordingly. Methods This was a qualitative study that used a thematic analysis to analyze photovoice journals of students maintained during their study abroad experience. Students were tasked with taking video and photo footage each day of their activities while overseas. They also kept a corresponding contemporaneous journal. Data Analysis was conducted by the students. They independently recorded their key learning and met with each other to discuss their results. Results Through reflection of our experiences abroad and being exposed to alternative cultural practices, it assisted us in developing: 1. Empathy, from travelling with a group of students who had different backgrounds and experiences. 2. Curiosity, by allowing for understanding of different cultures. 3. Independence/self-directed learning, from traveling abroad, which allowed us multiple experiences to grow our independence through self-directed learning. Discussion In our small study, the themes emerged from our experiences and developed our understanding of cultural humility. This study helped us to discover traits about ourselves that we may not have known we had developed. We recognized that to fully understand others' experiences, we must first be intrigued and curious about the topic, which helps us further develop our knowledge and understanding. Conclusion We all concluded that this study abroad experience gave us the opportunity to become more independent as young adults, as well as take charge of our own learning. Initiating self-directed learning taught us that we must seek out opportunities to grow and learn more about diverse topics that broaden our understanding and experiences.
