| Study | Evaluation Methods | Outcomes |
|---|---|---|
| PHYSICIAN | ||
| Beagan, 2003 | Individuals interviews, questionnaires | There were no differences in the percent of students who thought various characteristics of patients (for example appearance, English ability, social class, race, gender, culture) affected their treatments. |
| There were no differences in the percent of students who thought physicians' social and cultural characteristics affected their medical practice. | ||
| There were no differences in the percent of students who thought their own social and cultural factors affected their medical school experience. | ||
| Copeman, 1989 | Self-assessment forms, Written exam | A 2-item test of knowledge showed significant improvement on one item measuring knowledge of cardiovascular disease but no improvement on the item measuring mental illness among Aboriginals. |
| After the intervention, only 20% felt “quite competent” to interview a non English speaking patient through an interpreter and 76% thought they could “probably manage”. | ||
| After the curriculum, medical students were less likely to agree, 1) that migrants take away jobs from other Australians (p<0.01) and 2) that restrictions should be placed on the Aboriginal to protect him from his own lack of responsibility (p<0.05) and medical students were significantly more likely to agree 1) that the cause of Aboriginal poor health is disposition from their land (p<0.01) and 2) that in general Aborigines are pretty much all alike (p<0.05). | ||
| Crandall, 2003 | Written exam, The multicultural assessment questionnaire | Statistically significant improvement of the 4 items of the skills sub-scale occurred after the course (p=0.000). |
| Statistically significant improvement on the 6 items of the knowledge sub-scale occurred after the course (p=0.000). | ||
| Statistically significant improvement of the 6 items of the attitudes sub-scale occurred after the course (p=0.000). | ||
| Culhane-Pera, 1997 | Group interviews, Observer questionnaire, Participant ratings, Self-assessment forms | Average scores on a 4-item attitudinal self-assessment improved from 3.93 to 4.1, though this change was not statistically significant. |
| Average scores on a 6-item self-assessment of skills (related to incorporating cultural issues into clinical care) improved from 3.33 to 3.96 (p=0.000). | ||
| Residents self-assessments of their level of cultural competence significantly increased between initial and final evaluations. | ||
| Although faculty's initial assessment of resident's level of cultural competence did not correlate well with residents' own assessment r=0.092), final competence level assessment did r=0.507, p<0.05). | ||
| Average scores on a 6-item knowledge self-assessment of general cultural issues improved from 2.87 to 3.47 (p=0.000). | ||
| Participants ranked the entire curriculum of 4.33/5 for importance and 4.26/5 for quality. | ||
| Dogra, 2001 | Self-assessment forms, Written exam | There was no statistical difference in responses to case scenarios before and following training. |
| After the intervention, students had significantly different responses on 8 out of 25 attitudinal items about cultural issues, (p<0.05). | ||
| Douglas, 1994 | Patient rating, Self-assessment forms | Participants in the curriculum developed a keener appreciation of their own culture and that of their patients. |
| In a follow-up survey of patients, the majority felt that evaluation in the ethnogeriatric clinic was helpful and that they had benefitted from the assessment approach. | ||
| Dowell, 2001 | Participant ratings, Written exam | Students were able to successfully identify the health needs of a population. |
| Forming an attachment with Maori people resulted in students finding they actually cared about them. | ||
| Students rated the course highly. | ||
| Drouin, 2003 | Participant ratings | Students rated the communication encounters positively in terms of quality and relevance of the scenarios, realism of role-playing, usefulness of feedback by patient and supervising clinician, and perception concerning acquisition of new communication skills. |
| Farnill, 1997 | Patient rating, Self-assessment forms, Video/Audiotape | Students reported significantly more competence on all self-assessment dimensions (p<0.001) related to interviewing patients of non-English speaking patients. |
| Community volunteers reported positive experiences being interviewed by the students. | ||
| Blinded psychologist rating of video showed students to be significantly more competent in interviewing a non-English-speaking patient in the post-intervention video over pre-intervention video (p<0.01). | ||
| Godkin, 2001 | Self-assessment forms, Written exam | Students in the intervention group showed significant improvements in self-assessed knowledge of cultural beliefs, practices, and health needs on 8 out of 9 items. |
| Students in the intervention group showed significant improvements on 7 out of 20 cultural competence items, and had significantly better cultural competence attitudes than students who did not participate in the intervention. | ||
| Godkin, 2003 | Self-assessment forms | Compared to students who did not elect to travel internationally, students who traveled were significantly more interested in an international component in career, interested in working with underserved, recognizing need to know another language and recognizing need to know a patient's financial constraints. |
| After traveling to another country, preclinical medical students were more likely (than before they had traveled) to report (on a scale from 1 to 5) that they had an interest in an international component to their career (4.37 compared to 4.06, p<0.001), that they had an interest in an international component to their career (3.97 compared to 3.67, p<0.01), that there is a need to understand cultural differences (4.43 compared to 4.16, p<0.01), that there is a need to know another language (4.51 compared to 4.15, p<0.001), and that there was a need to be an advocate for the whole community (4.14 compared to 3.91, P=0.03). | ||
| After traveling to another country, medical students in their clinical years were more likely (than before they had traveled) to report (on a scale from 1 to 5) that there was a need to understand cultural differences (4.51 compared to 4.23, p<0.001), that they were enthusiastic about being a physician (4.17 compared to 3.86, p+0.03), ant that they had a sense of idealism in the role of physician (3.65 compared to 3.16, p<0.001), but were less likely to report a need to work collaboratively with other professionals (3.93 compared to 4.19, p=0.02) and that they had awareness of their future role as physicians (4.14 compared to 4.35, p=0.04). | ||
| Haq, 2000 | Essays, Participant ratings, Self-assessment forms, Open-ended questions | 96% would recommend international health experiences to other students. |
| Participants experienced significant positive changes in attitude towards communication and community health issues (p ≤ 0.03) between the pre and post-test. | ||
| 83% of participants said the experiences changed how they would practice medicine. | ||
| Participants gained significant positive improvements on each of 10 self-assessed clinical skills between the pre and post-test (p=0.001). | ||
| Mao, 1988 | Participant ratings | In 1986, 94% approved the use of student discussion leaders, 85% enjoyed the videotapes, and 49% found the role playing exercises helpful. |
| In 1986 and 1987, 70% of students found that the workshop achieved its objectives and 10% wanted more specific cultural information. | ||
| In 1986 and 1987 a few students commented that the workshop should explore racial and gender issues in more depth. | ||
| 1985 showed some “significant” improvement in making treatment choices in three case studies (paired t-tests). | ||
| There was significant improvement on 3 of 9 attitudes measured. | ||
| Marvel, 1993 | Participant ratings | The curriculum received an average score of 7.1 out of 10 (range: 5.4 – 8.0) on usefulness of rotation objectives to current practice. |
| All respondents recommended to continue the rotation in the curriculum. | ||
| Mazor, 2002 | Performance audits, Patient rating, Self-assessment forms | Families in the post-intervention period were more likely to strongly agree that “the physician was concerned about my child” (OR 2.1, [1.0–4.2]) than families in the pre-intervention period. |
| Families in the post-intervention period were more likely to strongly agree that “the physician listened to what I said” (OR 2.9, [1.4–5.9]) than families in the pre-intervention period. | ||
| Families in the post-intervention were more likely to strongly agree that “the physician made me feel comfortable” (OR 2.6, [1.1–4.4]) than families in the pre-intervention period. | ||
| Physicians used a professional interpreter less often in the post-intervention period (55% versus 29%, odds ratio 0.34, [0.16–0.71]). | ||
| Physicians scored higher on measures of data gathering without the use of an interpreter (17.2 pre-test versus 22.4 post-test, p=0.01). | ||
| All but one of the physicians in the post-intervention period expressed increased confidence in addressing various emergency department chief complaints in Spanish. | ||
| Families in the post-intervention period were more likely to strongly agree that “the physician was respectful” (OR 3.0, [1.4–6.5]) than families in the pre-intervention period. | ||
| Nora, 1994 | Group interviews, Participant ratings, Written exam | Spanish language proficiency went from 60% pre-test to 75% post-test. |
| Using the misanthropy scale (which indicates openness to those not like oneself), there were no significant differences between intervention and control post course but there was a trend towards increased acceptance of others in the intervention group. | ||
| Students reported liking the opportunity to meet Mexicans and traditional healers. | ||
| Students were positive about their experience in Mexico; one reported that it exceeded their expectations. In comments six months later, four of the eight students who went to Mexico described the experience as life-changing. | ||
| Cultural knowledge of Hispanic health in the intervention group went from 40% precourse to 58% post course versus the control group 46% pre and 42% post (p=0.007). | ||
| Rubenstein, 1992 | Participant ratings, Written exam | Participants developed increased knowledge of ways physicians ignorance of patient's health beliefs can adversely affect clinical encounter (on Likert scale out of 5 points: pre-test 3.3, post-test 4.6 (p<0.0001)). |
| The curriculum scored a mean rating of 3.5 (0=lowest; 4=highest) in usefulness. | ||
| Participants developed increased knowledge about available resources to learn about non-conventional health beliefs (pre-test 3.8, post test 4.9 (p<0.0001)). | ||
| Sinnott, 2001 | Individuals interviews, Self-assessment forms | Interviews with 14 indigenous hospital liaison officers indicated that the program was perceived as beneficial by 100% of those interviewed. |
| Tang, 2002 | Self-assessment forms | After the intervention, the students reported increased understanding of the importance of incorporating sociocultural factors into patient care (p<0.01). |
| After the intervention, the students reported significantly increased understanding of the impact of sociocultural issues on the patient-physician relationship and on patients' health (p<0.001). | ||
| After the intervention, the students reported significantly greater understanding of the relationship among sociocultural issues, health, and medicine (p<0.001). | ||
| NURSE | ||
| Alpers, 1996 | Self-assessment forms, Bernol and Froman Cultural Self-Efficacy Scale | Intervention group has a greater confidence/competence in providing care to African-American and Hispanic clients. |
| Control group felt more confidence/competence in entering ethnically distinct community, and understanding Asian folk health practices than did the group who had received class content on culturalism. | ||
| Barton, 1992 | Weekly journal entries | Students gained an understanding of both differences and similarities between their own culture and that of the migrant farm workers. |
| Reflections on gaining awareness of the particular lifestyles of another culture were related to being able to observe and absorb ordinary events. | ||
| Students experienced growth by developing respect for the migrant community. | ||
| Students were incensed at inadequacies of the health care delivery system, and the insensitive and sometimes prejudicial treatment they saw their clients experience. | ||
| Berman, 1998 | Self-assessment forms | Between 44–91% of participants (depending on type of workshop attended) believed that, as a result of their participation in the program, they had 1) increased patient compliance, 2) shared knowledge with other providers, and 3) optimized use of existing resources. |
| Blackford, 2002 | Qualitative evaluation of group process | The process deepened nurses understanding of and insight into cultural biases regarding: 1 feminist expectations of gender roles, 2 gender equality, 3 patriarchy, 4 distinction between equity and equality, and 5 cultural sensitivity in nursing practice. |
| Bond, 1994 | Self-assessment forms | Students reported increased Spanish language skills. |
| Students learned a variety of field methods for data collection for qualitative research. | ||
| Students expressed surprise that health care, access, physical settings, and care modalities could be so different in a country bordering the U.S. | ||
| Students reported a better understanding of the circumstances from which Mexican clients enter the U.S. health care system. | ||
| Students learned a great deal about themselves, their beliefs, and their own values, coping styles, and resources. | ||
| Students reported increased knowledge about Mexican American cultural practices. | ||
| Many students were surprised at the common bond they shared with women of their Mexican families. | ||
| Campinha-Bacote, 1996 | Participant ratings | Approximately 90% of the participants rated the program as good to excellent. |
| Felder, 1990 | Written exam | No significant difference between freshmen and seniors nursing students in either program in attitudes towards black American clients. |
| Baccalaureate seniors scored significantly higher than freshmen on the cultural knowledge test of black American clients (p<0.001), however there were no differences in knowledge between freshmen and seniors in the associate degree program. | ||
| Flavin, 1997 | Essays, Participant ratings, Written exam | The curriculum received good scores for design, relevancy of information, and meeting participant expectations. |
| There were no significant changes in “learning scores” regarding knowledge of practices and values of four targeted cultures prior to and after the curriculum. | ||
| Frank-Stromborg, 1987 | Self-assessment forms, Cancer Attitude Inventory (CAI); Pittsburgh Attitude Survey (PAS); Activities survey | Activities survey reported increased community activities in cancer prevention and early detection. |
| Scores on the Pittsburgh Attitude Survey (PAS) self report measuring cancer attitudes improved from the pre-test (mean=81) to the post-test (mean=82, p<0.08). | ||
| 94% rated simulated practice with models as excellent to above average, 98% rated the speakers as excellent to above average, and 78% rated the program as excellent. | ||
| Scores on the Cancer Attitude Inventory (CAI) improved from pre-test (mean=132) to the post-test (mean=139, p<0.001). | ||
| Frisch, 1990 | Written exam, Measure of Epistemological Reflection (MER) | 5 out of 9 students that increased their scores on the Measure of Epistemological Reflection (MER) went on exchange to Mexico. |
| Seventy-one percent of the measured cognitive improvement seen in the senior class can be attributed to the Mexico program (p=0.018). | ||
| The Mexico exchange students were 3.5 times as likely to improve show cognitive improvement as measured by the Measure of Epistemological Reflection (MER) than were students that did not participate. | ||
| Hadwiger,1999 | Essays describing relationship with patient | The nursing students became more aware of how their own culture affects the nursing care they provide. |
| Emphasis was placed on the establishment of trust in the cross-cultural relationship in post-intervention essays. | ||
| Respect for the patient and the patient's culture was constantly shown in post-intervention essays. | ||
| Students were more likely to include the patient in exploring goals and interventions in post-intervention essays. | ||
| Haloburdo, 1998 | Individuals interviews | Students reported increased cultural sensitivity (in both those traveling to developed and developing countries), a recognition of universal human characteristics, and increased self-confidence. |
| Students identified an increased knowledge of sociopolitical resources influencing health care population based health programs, and international attitudes towards the U.S. | ||
| Inglis, 2000 | Written exam | Students who participated in the intervention showed significant shifts on 8 out of 23 attitudinal items towards more understanding of cross-cultural issues, whereas students in the control group showed no change on any items. |
| Jeffreys, 1999 | Self-assessment forms, Transcultural Self-Efficacy Tool | Practical (interviewing) subscale score on the Transcultural Self-Efficacy Tool increased between pre and post-test from 16 to 55% (p<0.001). |
| Affective subscale scores on the Transcultural Self-Efficacy Tool increased between pre and post-test from 16 to 43% (p<0.001). | ||
| Cognitive subscale scores on the Transcultural Self-Efficacy Tool increased between pre and post-test from 2 to 28% (p<0.001). | ||
| Jeffreys, 2002 | Participant ratings | Several students suggested inclusion of more complementary and alternative medicine. |
| Students reported learning the most from topics such as conceptual models, ethnopharmacology, multiple heritage individuals, and lesbian clients. | ||
| Lasch, 2000 | Written exam | Nurses participating in both intervention programs (workshop only and enriched model) significantly changed pain management attitudes (p=0.01), and maintained this change at 1 year follow-up, whereas the control group had no change. |
| Both intervention groups (workshop only and enriched model) significantly improved knowledge of cancer pain management over control group at post test and follow-up (p<0.0001). | ||
| Lindquist, 1984 | Participant ratings | A great deal of personal and professional growth experienced by nursing students who participated. |
| Lockhart, 1997 | Self-assessment forms | Participants reported positive long term influences on their ability to provide culturally sensitive nursing care. |
| Napholz, 1999 | Self-assessment forms, Written exam, Ethnic Competency Skills Assessment (ECSA) | Both groups significantly increased scores Ethnic Competency Skills Assessment (ECSA), however the experimental group increased much higher than the control group. |
| Oneha, 1998 | Participant ratings, Self-assessment forms | Students rated the curriculum as helpful in identifying and investigating issues and thinking critically and analytically. |
| Students reported greater awareness of societal problems. | ||
| Students reported a greater ability to solve real problems in this field. | ||
| Students reported re-examination of their former attitudes. | ||
| Rolls, 1997 | Individuals interviews, Qualitative analysis | Attitudes towards another culture, language, and religion changed to a level of acceptance and understanding. |
| Students reported increased self confidence. | ||
| Rooda, 1993 | Essays, Feedback | Department directors who participated thought the issue of culture, ethnic identity, and healthcare was timely and that they could use what they learned to educate their staff. |
| Ryan, 2000 | Group interviews | Students reported several strategies to use to “learn to care for clients in their world not mine”: preparation activities, dependencies or group support, use of coping skills, learning to communicate differently, live and think differently. |
| Students experienced personal and professional growth. | ||
| Students reported increased awareness of need to communicate in culturally sensitive ways. | ||
| Students report greater appreciation of the value of others. | ||
| Ryan, 2002 | Self-assessment forms | Participants reported that they gained insight into own (69%) and others' (86%) cultural beliefs. |
| Participants reported learning new ways of communicating (69%). | ||
| Participants reported increased awareness of culture in healthcare (91%). | ||
| Participants reported increased knowledge about health practices (89%). | ||
| Scisney-Matlock, 2000 | Self-assessment forms, 5 selected items measured with Michigan Longitudinal Study Scales (MLSS) | Knowledge of diversity gained through course work was not statistically significant different between experimental group and control group. |
| Intervention group showed statistically significant increase in activities devoted to understanding other racial/ethnic groups. | ||
| Intervention group showed statistically significant increase in self-reported social interactions with peers of different race/ethnicities. | ||
| Intervention group showed statistically significant increase in satisfaction with relevance of course work to their own ethnicity. | ||
| Smith, 2001 | Self-assessment forms, Written exam, Cultural Self-Efficacy Scale (CSES) | Questionnaire measuring knowledge of cultural diversity taken in 3 phases showed significant increases over time (p<0.001) in the intervention group and no improvement in the control group. |
| Cultural self-efficacy scale (CSES) taken in the 3 phases, showed significant improvements in self-efficacy (p<0.001) in the intervention group and no improvement in the control group. | ||
| St Clair, 1999 | Essays, Self-assessment forms, Journal; Field notes; Cultural Self-Efficacy Scale (CSES) | Continual growth in cultural self-efficacy scores for students in international clinical exercises (mean score 3.7) over those who remained in the US (mean score 3.3) in the follow-up testing period (p=0.007). |
| There was a statistically significant increase in cultural self-efficacy scores on the post-test in all students. | ||
| Students developed sensitivity to being a minority through international experience. | ||
| Underwood, 1999 | Participant ratings, Self-assessment forms | Since completing the program, many participants have designed and implemented a number of innovative cancer prevention programs. |
| Participants indicated more confidence in their ability to positively influence cancer prevention behaviors in practice and community. | ||
| Participants indicated that the curriculum changed their attitudes towards nurses role in cancer prevention and early detection. | ||
| Participants indicated increased knowledge of cancer prevention and early detection among African Americans. | ||
| Underwood, 2002 | Self-assessment forms | Between 33% to 50% of participants reported that their knowledge had substantially increased on a wide range of items (N=50) concerning five common cancers among African Americans. |
| Warner, 2002 | Group interviews | Students were able to identify common ground of human experiences. |
| Students expressed frustration over intractable health problems. | ||
| Students were able to contrast Navajo healing with Western ways. | ||
| Wendler, 2002 | Essays, Participant ratings | Almost all students said they would recommend the course to others. |
| Students rated the course process, activities, and outcomes highly. | ||
| Williamson, 1996 | Group interviews, Self-assessment forms, Written exam, Cultural Self-Efficacy Scale | Attitudes about cultural patterns. Showed sustained improvements in African American [begin 2.77 (0.66), middle 3.31 (0.72), end 3.61 (0.65)], Hispanics [begin 2.58 (0.70), middle 3.31 (0.70), end 3.69 (0.71)], and SE Asians [begin 2.28 (0.69), middle 3.64 (0.69), end 3.35 (0.77)] (p<0.001). |
| Students improved in transcultural skills (begin 3.29 (SD +/-0.69), middle 3.64 (SD +/-0.69), end 3.96 (SD +/-0.66) (p<0.001)). | ||
| Participants improved their knowledge of cultural concepts (beginning 2.92 (+/- 0.74), middle 3.49 (+/- 0.70), end 3.68 (+/- 0.66) (p<0.001)). | ||
| OTHER PROVIDERS/ MIXED GROUPS | ||
| Nurse, Physician, Receptionists, Volunteers, Business Office Staff | ||
| Gallagher Thompson, 2000 | Self-assessment forms, Written exam | Statistically significant increased referrals of Hispanic Alzheimer's patients and/or families to the appropriate specialized services about Alzheimer's disease (p<0.005). |
| Statistically significant increase in participants knowledge of Hispanic beliefs about Alzheimer's disease (p<0.05). | ||
| Statistically significant increase in participants general knowledge about Alzheimer's disease (p<0.005). | ||
| Nurse, Physician, Social Workers, Nurse's Aides, Receptionists, Clerks | ||
| Gany, 1996 | Written exam | There was a significant attitude shift on 12 item exam in which the mean score was 33.76 on the pre-test compared to 35.68 on the post-test (p<0.003). |
| There was a significant knowledge shift on 21 item scale exam about immigrant health in which students scored 15.8% correct in the pre-intervention period compared to 18.6% correct in the post-intervention period (p<0.0001). | ||
| Nurse, Pharmacist | ||
| Chevannes, 2002 | Self-assessment forms, Focus groups | After the intervention, 8/17 said that they were not able to bring about change in practice and 4/17 participants were able to identify areas of practice that had changed. |
| Qualitative: “I have become more conscious of stereotyping.” | ||
| Participants reported a better understanding of the concepts of ethnicity and race, and community resources available. | ||
| 82% believed that training added to their knowledge. | ||
| Participants reported the acquisition of confidence to engage with colleagues about different cultural values and practices. | ||
| Nurse, Pharmacist, Physician, Occupational Therapy, Physical Therapy, Health Administration | ||
| Erkel, 1995 | Participant ratings, Self-assessment forms | Interdisciplinary team interaction, exposure to new practice opportunities, and the community-oriented primary care project were the elements of the course that were most enjoyed by students. |
| Participants gained an increased awareness to barriers to care for rural clients. | ||
| Participants gained increased knowledge of rural, transcultural, and interdisciplinary issues; principles of case-management, patient focused care, and community oriented primary care. | ||
| Course evaluations revealed that classroom and field trips met student expectations. | ||
| 72% of students reported that the practicum influenced them to consider practicing in a rural setting. | ||
| Participants gained an appreciation for rural lifestyle. | ||
| Nurse, Pharmacist, Physician, Any Staff with Direct Patient Contact | ||
| Way, 2002 | Participant ratings, Patient rating, Self-assessment forms | After the intervention there was an increased perception among patients of seeing staff members of their ethnicity (p=0.04) and of finding magazines/reading materials on ward that contained information of interest (p=0.04). There was also a significant increase in patients' reporting that staff would see them as individuals (p=0.06). |
| There was a statistically significant increase in participants' perception that there were pictures on walls that may remind patients of family/friends (p=0.01), and that there were magazine/reading materials that contain information in which the patient may be interested (p=0.0001). | ||
| 58% of participants increased interest in learning patient and family background, and 59% of participants increased sensitivity to cultural competence. | ||
| 59% of participants increased awareness of special needs of recipients who do not speak English. | ||
| Community Health Workers, Undergraduate Students | ||
| Bengiamin, 1999 | Self-assessment forms, Open-ended questions | Students evidenced a greater awareness of the ever-changing and complex life stages across life's continuum through a transformational process of personal growth and emerging definition of culture. |
| After the intervention students understood the significance of recognizing socioeconomic status as a culture of its own. | ||
| Students gained the ability to view health care in a holistic manner. | ||
| Community Health Worker, Church Nurse Guild Members and Other Interested Community Organizations | ||
| Briscoe, 1999 | Self-assessment forms, Intent to take action form | At six months follow-up, 30% of nurse participants had fulfilled their intention compared to <10% of nurses in other groups. |
| After the curriculum, participants reported that they intended to arrange for a community group to take a diabetes risk test (71%), distribute diabetes material at community health fairs or church services (67%), present African-American Program modules (59%), promote health foods at pot luck suppers (56%), and arrange cooking or exercise classes (38%). | ||
| Social Workers | ||
| Browne, 2002 | Individuals interviews, Self-assessment forms | After the intervention, 100% felt competent about their role in an interdisciplinary team. |
| After the intervention, 100% believed that their style of practice was culturally competent. | ||
| After the intervention, 7 of 12 felt knowledgeable regarding elder abuse and the full range of social work interventions. | ||
| After the intervention, 100% agreed that they understood normal aging. | ||
| After the intervention, 11 of 12 agreed that they were knowledgeable about common ethical dilemmas, policy analysis, program evaluations, and resources development. | ||
| Psychologists | ||
| Hansen, 2002 | Written exam | Those who completed the program scored 88.3% on knowledge test, those who did not take the program (control) scored 75.3% (p<0.001). |
| Tomlinson-Clarke, 2000 | Individuals interviews, Participant ratings | Overall students perceived textbooks and reading as helpful in gathering understanding of multicultural issues. |
| Acquisition of multi-cultural knowledge was considered by participants to be useful and transferable in developing effective counseling interventions at 4 months follow-up. | ||
| Critical incidents that involved students' interactions with one another were most frequently cited as enhancing learning. | ||
| Mental Health Professionals | ||
| Stumphauzer, 1983 | Observer questionnaire, Participant ratings, Written exam | Trainees ability to do behavioral analysis and treatment plan increased significantly (p<0.01) from the pre-intervention period to the post-intervention period. |
| The course was seen by all trainees as having added “a greater deal” or “a considerable amount” to their knowledge base. | ||
| There were significant increases on a 23-item test measuring knowledge of behavioral modification principles, from 38% correct on pre-test to 68% correct on post-test (p<0.01). | ||
| Occupational Therapy | ||
| Velde, 2001 | Interviews | Qualitative/quotes from students/faculty: student quote - “I feel that Tillery people would prefer to see our differences and respect them for those differences rather than act as if we are the same.” |
| Qualitative/quotes from students/faculty: faculty quote - “I respect and value the differences I see between Tillery residents and myself.” | ||
| Counselors | ||
| Wade, 1991 | Patient rating, Barrett-Lennard Relationship Intervention; Counselor Effectiveness Scale; Counselor Rating Form | Brief culture sensitivity training produced significant differences in client perceptions of counselors and the counseling process and was more important than racial pairing. |
| Clients assigned to counselors in culture sensitivity training returned for more follow-ups (mean 2.88 versus 1.90). | ||
From: Appendix C: Evidence Tables
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