Evaluation of video vignettes for teaching cultural competence in non-verbal cross-cultural encounters in healthcare

Naqvi, A. A. ORCID: https://orcid.org/0000-0003-2637-0424, Bizley, S., Md. Ashraful, I. and Ghosh, S. ORCID: https://orcid.org/0009-0008-6042-5496 (2026) Evaluation of video vignettes for teaching cultural competence in non-verbal cross-cultural encounters in healthcare. Cogent Education. ISSN 2331-186X doi: 10.1080/2331186X.2026.2683747 (In Press)

Abstract/Summary

This study aimed to evaluate the use of video vignettes in teaching cultural competence in non-verbal cross-cultural simulated healthcare situations to Masters in Pharmacy (MPharm) students at a UK School of Pharmacy using student feedback. An online survey was conducted from May 2025 to June 2025 among Years 3 and 4 pharmacy students at the Reading School of Pharmacy using the Online Surveys® platform. Student feedback on the cultural competence session that involved the use of video vignettes was recorded. The questionnaire contained demographic questions and Likert questions about satisfaction with the vignettes, the learning impact, representation of diversity in the vignettes, and technical and acting quality. Data was collected once and analysed using descriptive statistics and regression. A total of 37 responses were analysed (response rate = 17%). Most participants were in the 21 – 23 year group (59.5%), identified as female (83.8%), studied in year 4 (51.4%), had Asian heritage (51.4%), had cross-cultural care experience (94.6%), and had no preference in working with people from similar or diverse cultural backgrounds (64.9%). Regression analysis revealed that white ethnicity was a negative predictor (β = –0.339, p < 0.05), and preference for working with diverse people was a positive predictor (β = 0.361, p < 0.05) for positive feedback. Pharmacy students were positive about the suitability of the video vignettes as a simulation-based teaching method to learn about cultural competence. They found the video objects interesting, engaging, thought-provoking, and knowledgeable. Further avenues for the work have been identified.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/130043
Identification Number/DOI	10.1080/2331186X.2026.2683747
Refereed	Yes
Divisions	Arts, Humanities and Social Science > School of Arts and Communication Design > Film, Theatre & Television Life Sciences > School of Chemistry, Food and Pharmacy > School of Pharmacy > Pharmacy Practice Research Group
Publisher	Taylor & Francis
Download/View statistics	View download statistics for this item