Using Embedded Encounters to Promote Cultural Humility in Occupational Therapy and Physical Therapy Education

Abstract

In the socio-cultural theoretical perspectives, learning is approached as a constructed outcome of interpersonal and intercontextual exchanges. Learners both influence and are influenced by the social and cultural milieu within which they are situated. Embedded learning draws from this perspective to prompt learning through lived experiences. Fostering cultural humility and an appreciation for cultural congruence is an important goal in occupational and physical therapy education. Embedded experiences provide rich opportunities for students to reflect on their own experiences and the experiences of others in order to understand and value differences. In this article, we report the findings of curricular shifts in which intentionally designed and facilitated cultural encounters were incorporated into several curricular courses. Outcomes indicated an improved awareness of diversity and equity as well as an appreciation for individual circumstances that impact on health outcomes.

Keywords

• cultural humility
• embedded experiences
• socio-cultural learning theories
• occupational therapy education
• physical therapy education