Am I Woke Enough to Serve in Healthcare: A Secondary Analysis of Pre-health Students’ Personal and Professional Growth by Engaging in Cultural Competency Assessments

Healthcare providers must be equipped to serve an increasingly diverse population, yet cultural competence remains underemphasized in undergraduate pre-health education. This study explored how embedded cultural competency training influences undergraduate pre-health students’ perceptions of personal and professional growth. Using a qualitative descriptive design, the research incorporated intercultural assessments, the Intercultural Development Inventory (IDI), and the Global Competence Certificate (GCC), along with qualitative reflections from students enrolled in three versions of a cultural competence course: a year-long course, a semester-long course, and a short-term study abroad immersion six-week course. Findings revealed that students demonstrated measurable growth in cultural awareness, knowledge, communication, and empathy. Extended exposure to intercultural content and reflection was especially influential in fostering development and awareness. Students described cultural competence not only as a clinical tool, but as an ethical responsibility linked to global citizenship and healthcare equity. The results support the integration of intentional, longitudinal cultural competence education into undergraduate health curricula as foundational preparation for equitable, patient-centered care.