Sentient Intercultural Self-Efficacy: Constructing Intercultural Competence in Health Sciences students

Area of Science:

• Health Sciences Education
• Intercultural Competence Studies
• Global Health Training

Background:

• Increasing global migration and health challenges highlight the need for Intercultural Competence (ICC).
• Existing policies for developing ICC in professional training are insufficient in many countries.
• Understanding ICC construction in health sciences students is vital for effective patient care.

Purpose of the Study:

• To investigate the process of constructing Intercultural Competence (ICC) within the professional training of Health Sciences students.
• To identify the stages and precursors involved in developing ICC in future healthcare professionals.
• To inform the development of educational strategies that foster robust ICC in health sciences.

Main Methods:

• Qualitative study employing a Grounded Theory design.
• Semi-structured interviews conducted with 106 final-year health sciences students across three Chilean universities.
• Data analysis utilized Constant Comparative Methods and Focused Coding to develop theoretical codes and categories.

Main Results:

• Two core categories emerged: 'Sentient Intercultural Self-Efficacy' (a seven-stage construct) and 'precursors' (intrapersonal traits, empathy, will).
• Critical thinking appears to facilitate ICC development, leading to Sentient Intercultural Self-Efficacy.
• Reliance on scientific evidence and vicarious learning can impede ICC construction.

Conclusions:

• Health sciences students need to develop critical perspectives to challenge ethnocentric patient care approaches.
• Fostering 'Intercultural Alternative Thinking' is essential, encouraging openness to diverse treatment options beyond strict scientific evidence.
• Educational interventions should focus on cultivating critical thinking and a broader acceptance of alternative therapies for improved patient outcomes.