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Exploring Tertiary Health Science Student Willingness or Resistance to Cultural Competency and Safety Pedagogy

Author

Listed:
  • Sowbhagya Micheal

    (School of Medicine, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia)

  • Anita Eseosa Ogbeide

    (School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia)

  • Amit Arora

    (School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
    Health Equity Laboratory, Campbelltown, NSW 2560, Australia
    Translational Health Research Institute, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
    Discipline of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Westmead, NSW 2145, Australia)

  • Stewart Alford

    (School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia)

  • Rubab Firdaus

    (School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia)

  • David Lim

    (School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
    Translational Health Research Institute, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia)

  • Tinashe Dune

    (School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
    Translational Health Research Institute, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia)

Abstract

There is an increasing body of literature that considers the relevance and experiences of cultural competency and safety training in health professional students. However, less is written about Australian tertiary learners’ experiences of engaging with cultural competency training. The aim of this study is to explore tertiary students’ willingness or resistance to cultural competency and safety pedagogy. Qualitative student feedback to a teaching unit was collected and triangulated with data from focus groups with tutors. Results were thematically analyzed. Willingness and resistance to cultural competency and safety teaching emerged as two key themes. Willingness to engage with the unit was largely due to student interest in the content, teaching environment and relevance of cultural competency to students’ future practice. Resistance was linked to the students feeling personally attacked, or culturally confronted, with tutors noting the topics around sexuality and white privilege being more resisted. Acknowledging reasons for student resistance and developing strategies to reduce resistance can facilitate more student engagement with cultural competency topics, ultimately leading to their future provision of culturally competent healthcare.

Suggested Citation

  • Sowbhagya Micheal & Anita Eseosa Ogbeide & Amit Arora & Stewart Alford & Rubab Firdaus & David Lim & Tinashe Dune, 2021. "Exploring Tertiary Health Science Student Willingness or Resistance to Cultural Competency and Safety Pedagogy," IJERPH, MDPI, vol. 18(17), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:17:p:9184-:d:626254
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    Cited by:

    1. Olayide Ogunsiji & Anita Eseosa Ogbeide & Valentine Mukuria & Florence Olugbemiro & Alex Workman & Tinashe Dune, 2022. "From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare," IJERPH, MDPI, vol. 19(9), pages 1-13, April.

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