Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence.

INTRODUCTION: Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. REVIEW OF LITERATURE: There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). SUBJECTS: A purposeful convenience sample of DPT students ( n = 177) was used. METHODS: The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t -tests, and analysis of variances. RESULTS: There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. DISCUSSION AND CONCLUSION: Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.

Exploring the Effects of Power Mobility Training on Parents of Exploratory Power Mobility Learners: A Multiple-Baseline Single-Subject Research Design Study.

Purpose: This study investigated the effects of power mobility training provided to exploratory power mobility learners with cerebral palsy (CP; Gross Motor Function Classification System Level V) on (1) parenting stress, (2) parents' perceptions of their children, and (3) children's attainment of power mobility skills. Method: A non-concurrent, multiple-baseline A-B single-subject research design study was conducted with three participants. The target behaviour was changes in the magnitude of parenting stress as measured by the Parenting Stress Index-Short Form. Parents' perceptions of their children were assessed using the Caregiver Priorities and Child Health Index of Life with Disabilities Questionnaire and a parent interview. Children's attainment of power mobility skills was assessed using the Canadian Occupational Performance Measure (COPM), the Assessment of Learning Powered mobility use, and the Wheelchair Skills Checklist. Power mobility training was provided twice a week for 8 weeks using an alternative power mobility device. Results: Positive and negative changes in both magnitude of parenting stress and parents' perceptions were identified post-intervention. All participants gained power mobility skills, assessed with the COPM. Conclusions: Power mobility training provided to exploratory power mobility learners with CP may influence levels of parenting stress.

Objectif : étude des effets de la formation à la mobilité motorisée offerte aux personnes ayant la paralysie cérébrale (PC ­ niveau V du système de classification de la fonction motrice globale) sur 1) le stress lié aux pratiques parentales, 2) les perceptions qu'ont les parents de leur enfant et 3) les habiletés de mobilité motorisée acquises par les enfants. Méthodologie : plusieurs recherches à sujet unique A-B non concurrente et à niveau de base multiple auprès de trois participants. Ils ont ciblé des comportements de changements à la magnitude du stress lié aux pratiques parentales, mesurés par le formulaire court de l'indice de stress lié aux pratiques parentales. Pour évaluer les perceptions qu'ont les parents de leurs enfants, ils ont utilisé le questionnaire des priorités du proche aidant et de la santé de l'enfant selon l'indice de la vie avec des incapacités et fait une entrevue avec un parent. Ils ont également évalué les habiletés de mobilité motorisée acquises par les enfants au moyen de la mesure canadienne du rendement occupationnel (MCRO), de l'évaluation de l'apprentissage à utiliser la mobilité motorisée et de la liste des habiletés en fauteuil roulant. La formation à la mobilité motorisée a été offerte deux fois par semaine pendant huit semaines au moyen d'un autre appareil de mobilité motorisée. Résultats : les chercheurs ont déterminé les changements positifs et négatifs tant sur la magnitude du stress parental que sur les perceptions des parents après l'intervention. Tous les participants ont acquis des habiletés de mobilité motorisée, évaluées à l'aide de la MCRO. Conclusions : la formation à la mobilité motorisée qu'explorent les personnes ayant la PC peut influer sur les taux de stress lié aux pratiques parentales.