Abstract
Doctor of Physical Therapy (DPT) and other healthcare professional education programs have been charged with developing a culturally competent healthcare workforce in order to better meet the needs of diverse communities and reduce health inequities. The purpose of this quantitative, longitudinal, quasi-experimental educational intervention dissertation-in-practice (DIP) study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. The Intercultural Development Inventory (IDI) was administered to three separate student cohorts across four different timepoints, including upon entry into the program (baseline) and at the end of the first, second, and third year. Developmental Orientation (DO) and Orientation Gap (OG) scores from the IDI were utilized. Data analysis was performed using descriptive statistics, independent and dependent samples t-tests, and one-way ANOVA with pairwise comparison. Results showed statistically significant improvements in both DO and OG scores from baseline to the end of the DPT didactic curriculum; however, significant change only occurred during Year 1 (p < 0.001) with a medium effect size (d = 0.63 for DO, d = 0.68 for OG). With greater understanding and visibility, the study findings were analyzed, leveraged, and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.