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

This study evaluated the use of video vignettes to teach cultural competence in non-verbal, cross-cultural simulated healthcare situations to Master of Pharmacy (MPharm) students at a pharmacy school in the UK. An online survey was conducted between May and June 2025 among Year 3 and Year 4 pharmacy students at the Reading School of Pharmacy using Online Surveys®. Ethical clearance was obtained. Student feedback was collected following a teaching session that incorporated video vignettes. The questionnaire included demographic items and Likert-scale questions exploring satisfaction with the vignettes, perceived learning impact, representation of diversity, and technical and acting quality. Data were analysed using descriptive statistics and regression analysis. A total of 37 responses were analysed (response rate = 17%). Most participants were aged 21–23 years (59.5%), female (83.8%), Year 4 students (51.4%), of Asian heritage (51.4%), had previous cross-cultural care experience (94.6%), and had no preference for working with people from similar or diverse cultural backgrounds (64.9%). Regression analysis showed that White ethnicity was a negative predictor of positive feedback, while preference for working with diverse people was a positive predictor. Overall, students responded positively to video vignettes, and further avenues for this work have been identified.