Abstract
Traditional evaluation methods build on an empirical model of program design and evaluation where there is a linear process of linking objectives with specific activities and formative and summative evidence that demonstrates performance achievement. Rarely are specific efforts made to understand the real meanings of the experiences encountered by the participants as they happen. PURPOSE: The purpose of this project is to explore the perceptions and experiences of students involved in cross-cultural, interdisciplinary training experience. SUBJECTS: Seventy-five students (45-PT and 30-OT) enrolled in entry-level professional programs participated in clinical experiences or small group reservation-based projects and were subjects for this qualitative case study. METHODS AND MATERIALS: An evaluative case study design was used to describe, interpret, and analyze the experiences of students. Data collection tools included a pre-assessment of student values, beliefs and prior experiences; observational field note exercises; and post-observation assessment. A narrative reflective format was emphasized in all assessment activities. Group data was gathered through a series of focus group discussions. ANALYSES: A case study database was created using transcriptions of assessment data, observational field notes; post-reflection narratives and focus groups. NVIVO software was used for the initial coding and data reduction process. The research team compared and discussed the coded data and developed core thematic categories for the case study. RESULTS: Core themes include students hold strong ethnocentric beliefs and values about health and wellness; prior cross-cultural personal experience appears to make a difference in student insight and flexibility; interdisciplinary practice requires collaboration and is visible through faculty role modeling; direct personal experience in the community provides an important context for student reflection; and narrative, observational tools provide the structure for further insight into students experiences and meaning. CONCLUSIONS: Students will benefit from structured, experiential learning that includes cultural self-assessment; immersion in a cross-cultural setting; and use of reflective tools throughout the learning experience. Qualitative methods are important tools for both researchers and students.