Developing intercultural skills in physiotherapy students in two countries: Belgium and the United States of America

Paula DiBiasio, Nele Adriaenssens, Heidi Eigsti
Purpose:

The purpose of this research was to examine the development of intercultural skills in first year and terminal year physiotherapy students in Belgium and the United States of America (US).  A secondary purpose was to investigate the impact of the curriculum and intercultural learning experiences (ILEs) on the development of ICS.

Methods:

A cross-sectional international study of students at 1 physiotherapy program in Belgium and 8 programs in the US compared ICS in first year (F) and terminal year students (T) and compared T students who participated in ILEs to those who did not. Participants were 216 Belgian students and 1,038 US students. Outcome measures included the Inventory for Assessing the Process of Cultural Competence-among healthcare professionals-Student Version© (IAPCC-SV), and a demographic survey. SPSS v. 26 was used for statistical analysis. Independent T tests were used for between group comparisons, alpha.05.

Results:

Statistical analysis showed no significant differences in IAPCC-SV total scores between the F and T Belgian students. US T students had significantly higher IAPCC-SV total and all 5 construct scores (Cultural Knowledge, Skill, Encounters, Desire, Awareness) compared to US F students. Belgian T students scored significantly higher than the F students in the constructs of Cultural Awareness and Cultural Skill.  US and Belgian T students who participated in ILEs demonstrated significantly higher IAPCC-SV total scores compared to those who did not participate. US T students who participated in ILEs had significantly higher scores in all IAPCC-SV constructs and the Belgian T students who participated in ILEs had significantly higher scores in the constructs of Cultural Skill, Cultural Encounters and Cultural Desire.

Conclusion(s):

Physiotherapy programs in Belgium and the US can foster the development of ICS and improve students’ ability to deliver equitable, person-centered healthcare. Specific ICS for physiotherapy students is not clearly defined by Belgian or US physiotherapy professional organizations, academic institutions, or accrediting bodies. Results suggest that efforts and resources required to create and maintain ILEs enable students to practice and develop ICS necessary for culturally responsible practice.



Implications:

Findings from this study can guide physiotherapy curriculum development, utilization of resources, and outcomes assessment. More research is needed to examine characteristics of an ILE that could inform best practice across the globe.

Funding acknowledgements:
The cost of the surveys was funded by internal grants at Elon University.
Keywords:
Intercultural Skills
Physical Therapy Education
Intercultural Learning Experiences
Primary topic:
Professional issues: diversity and inclusion
Second topic:
Education: methods of teaching and learning
Third topic:
Globalisation: health systems, policies and strategies
Did this work require ethics approval?:
Yes
Name the institution and ethics committee that approved your work:
Elon University’s Internal Review Board, Vrije Universiteit Brussel Ethics Committee
Provide the ethics approval number:
#16-132, EC-2022-033, BUN: 1432922999927
Has any of this material been/due to be published or presented at another national or international conference prior to the World Physiotherapy Congress 2025?:
Yes

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