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Background <p>Cultural competence is important for health professions educators working in diverse educational and healthcare contexts. However, faculty development programs often focus more on instructional techniques than on educators’ reflective, communicative, and adaptive capacities for culturally diverse learning environments. This study examined participants’ self-perceived development of cultural competence and learning experiences within a two-year international faculty development program.</p> Methods <p>A convergent mixed-methods study was conducted with 52 health professions educators from 30 universities across three countries. The quantitative component used a single-time-point retrospective pre–post self-assessment survey to examine participants’ perceived changes in cultural competence. Paired-sample t-tests and Cohen’s dz were used to assess statistical significance and effect sizes. The qualitative component included semi-structured interviews with 13 participants, analyzed using thematic analysis. Quantitative and qualitative findings were integrated to examine convergence, complementarity, and discrepancy.</p> Results <p>Participants reported statistically significant self-perceived gains in 8 of the 13 measured items. The largest effect was observed for adjustment of cultural understanding, t(51) = − 5.578, <i>p</i> &lt; .001, Cohen’s dz = 0.77. A moderate effect was also observed for adjustment of communication strategies, t(51) = − 4.071, <i>p</i> &lt; .001, dz = 0.56. Small-to-moderate effects were observed for cultural self-awareness, knowledge adjustment, social confidence, persistence, and understanding of cultural value frameworks. No statistically significant perceived changes were observed in stress coping, <i>p</i> = .142; immediate cultural sensing, <i>p</i> = .302; or changing behavior to suit different cultural situations, <i>p</i> = .192. Qualitative findings suggested that participants’ learning was supported by three interrelated processes: Contextualized Construction, Collaborative Learning, and Dynamic Co-Creation. These processes informed the CoLearn Framework and a developmental pathway from Awareness to Understanding and, for some participants, toward aspects of Adaptation.</p> Conclusions <p>The program was associated with participants’ self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment. The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development. More complex dimensions, including stress coping and stable behavioral adaptation, may require immersive practice, institutional support, and longer-term follow-up.</p>

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Developing cultural competence among health professions educators through an international faculty development program: a mixed-methods study

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  • 发表日期：

    2026年7月13日

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  • Sisi Li,
  • Xunchen Liao,
  • Xi Chen,
  • Chunhui Zhang,
  • Zebin Qiu,
  • Qin Chen

摘要

Background

Cultural competence is important for health professions educators working in diverse educational and healthcare contexts. However, faculty development programs often focus more on instructional techniques than on educators’ reflective, communicative, and adaptive capacities for culturally diverse learning environments. This study examined participants’ self-perceived development of cultural competence and learning experiences within a two-year international faculty development program.

Methods

A convergent mixed-methods study was conducted with 52 health professions educators from 30 universities across three countries. The quantitative component used a single-time-point retrospective pre–post self-assessment survey to examine participants’ perceived changes in cultural competence. Paired-sample t-tests and Cohen’s dz were used to assess statistical significance and effect sizes. The qualitative component included semi-structured interviews with 13 participants, analyzed using thematic analysis. Quantitative and qualitative findings were integrated to examine convergence, complementarity, and discrepancy.

Results

Participants reported statistically significant self-perceived gains in 8 of the 13 measured items. The largest effect was observed for adjustment of cultural understanding, t(51) = − 5.578, p < .001, Cohen’s dz = 0.77. A moderate effect was also observed for adjustment of communication strategies, t(51) = − 4.071, p < .001, dz = 0.56. Small-to-moderate effects were observed for cultural self-awareness, knowledge adjustment, social confidence, persistence, and understanding of cultural value frameworks. No statistically significant perceived changes were observed in stress coping, p = .142; immediate cultural sensing, p = .302; or changing behavior to suit different cultural situations, p = .192. Qualitative findings suggested that participants’ learning was supported by three interrelated processes: Contextualized Construction, Collaborative Learning, and Dynamic Co-Creation. These processes informed the CoLearn Framework and a developmental pathway from Awareness to Understanding and, for some participants, toward aspects of Adaptation.

Conclusions

The program was associated with participants’ self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment. The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development. More complex dimensions, including stress coping and stable behavioral adaptation, may require immersive practice, institutional support, and longer-term follow-up.