Long-Term Impact of International Service Learning: Cultural Competence Revisited

• Main Authors: Nathan Short, Heather Y.Z. St. Peters, Thomas Almonroeder, Grace Bolomope, Kelli Daller, Kayla Deaton, Madeline Kreill
• Format: Article
• Language: English
• Published: Eastern Kentucky University 2020-01-01
• Series: Journal of Occupational Therapy Education
• Subjects: cultural competence; pedagogy; service learning
• Online Access: https://doi.org/10.26681/jote.2020.040109
• ISSN: 2573-1378; 2573-1378

As cultural diversity continues to rise globally, there is an evident need for culturally competent care, especially within the client-centered field of occupational therapy. Previous research has shown that occupational therapy doctoral (OTD) students who participated in international service-learning demonstrated an immediate positive impact on their cultural competence. The current study revisits these same doctoral students to examine the long-term impact of international service-learning experiences at six-month, one-year, two-year, and three-year intervals following the initial experience. The researchers conducted a mixed methods study with a pre-test post-test design, utilizing the Cultural Intelligence Scale (CQS), as well as qualitative responses in the form of written reflection. Results emphasized the significant short-term impact on the CQS, with the entire sample (<em>N=</em>40) demonstrating statistically significant results immediately after the experience on all four factors: metacognition, cognition, motivational, and behavioral. Metacognition demonstrated significant long-term impact at the three-year and one-year intervals. Other factors of the CQS remained above baseline levels, however, were not statistically significant. It appears international service-learning has an immediate impact but does “decay” over time, encouraging additional experience to solidify change. Implications and limitations are presented.