Sydney Lawson

Date Approved


Degree Type

Open Access Senior Honors Thesis

Department or School

Health Sciences

First Advisor

Sarah Walsh, PhD

Second Advisor

Colleen Croxall, PhD


This thesis is a formative evaluation of a training module titled, Tackling Cultural Competency through Bias-Free Writing . The module is a PowerPoint presentation combined with discussion questions to help undergraduate participants gain adequate insight into best practices for culturally-competent writing that can be transitioned into best practices as health professionals. Formative evaluation elements are appropriateness, acceptability, and feasibility. A review of demographics, historical oppression, and health disparities outline how the training module is appropriate content for undergraduate students. The content within these sections shows how people of color perceive the healthcare field and how people of color are perceived by healthcare professionals. The information from historical oppression is discussed in the recording of the training module by using statistics and key points from the research to emphasize why cultural competence is so important. Addressed next is the acceptability of the training module. The main training module components are organized around American Psychological Association (APA) guidelines and best practices. The endorsement of these practices by a leading professional organization and the style guide used by most undergraduate health professions programs demonstrates the acceptance of learning best practices as undergraduates. The formative evaluation criteria of acceptability is met because these elements are consistently used in undergraduate health curricula. The information from APA and best practices is the context of the module and provides undergraduates with practical steps they can use as students to help reduce health disparities. Lastly, the feasibility of the training module is outlined in the section on training module development and design. Educational theory and American Disabilities Act requirements

are not outlined in the module but were used as a guide for the creation of the structural aspects of the discussion questions and module. The training module is designed for use on Canvas, an online classroom platform. This makes the module feasible for a variety of undergraduate health professions courses, as instructors have the flexibility to implement the training in an online, hybrid, or in-person classroom curriculum. Having met the formative evaluation criteria of appropriateness, acceptability, and feasibility, Tackling Cultural Competency through Bias-Free Writing is ready for adoption in the classroom.