A Qualitative Analysis of Pre-Clinical Student Doctors’ Experiential Learning of Cultural Competency and Cultural Self-Awareness: Policy Implications for Graduate Medical Education Programs

This research investigates the development of cultural competency through self-assessment among pre-clinical medical students engaged in cross-cultural education. Recognizing the increasing diversity in both patient populations and healthcare teams, the study aims to assess students’ prior experience and initial level of cultural competence, and to identify effective strategies for incorporating newly formed perceptions and attitudes into future practice. Utilizing a qualitative approach, the study incorporates pre-assessment and post-assessment survey instruments, an analysis of Cultural Intelligence (CQ) profile scores with a written development plan, and participant interviews to provide a comprehensive evaluation of students’ intercultural capabilities among four primary areas. The methodology uses a phenomenological lens to capture students' voices across three phases of Kolb’s experiential learning theory cycle to assess whether participation in this exercise shifted students’ self-awareness of their cultural competency levels and influenced their future patient-provider interactions. Results indicate that intentional cross-cultural education interventions lead to changes in self-perceived competency levels. The findings highlight the value of experiential learning, reflective practice, and ongoing assessment in preparing future healthcare professionals for the demands of multicultural clinical settings. The research underscores the importance of integrating cultural competency training into medical curricula and offers actionable recommendations for educators and policymakers seeking to enhance student outcomes. This study contributes to the broader discourse on cultural competency in medical education by advocating for evidence-based approaches that support culturally aware and competent practitioners.