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ERIC Number: ED567303
Record Type: Non-Journal
Publication Date: 2014
Pages: 199
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-7501-7
Delivering a Multicultural Curriculum on the Cultural Competence of Physician Assistant Students
De Oliveira, Katie
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The purpose of this study was to explore the effect the integration of a multicultural curriculum has on the perceived level of cultural competence of physician assistant students. A convergent parallel mixed-methods approach was utilized to collect the necessary data. The physician assistant students participated in focus-group sessions and a cultural competence assessment. A paired samples t-test and repeated measures ANOVA were conducted and results indicated that students who participated in the multicultural curriculum reported a significant increase in perceived level of cultural competence, cultural awareness, cultural knowledge, and cultural skills as a result of the curriculum. Through coding, five themes emerged from the focus-group sessions and students reported advancement in their understanding of cultural desire, cultural awareness, cultural knowledge, cultural skills, and cultural encounters as a result of participating in the multicultural curriculum. The results suggested that the longitudinal integration of a multicultural curriculum increases students' perceived level of cultural competence, thus providing a multicultural curriculum is beneficial in the cultural competence of medical professional students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A