Towards Effective Teaching of Culturally Diverse Health Science Classes in Universities: Application of Culturally Responsive Pedagogies

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Abstract BackgroundThe level of cultural heterogeneity in today’s Health Science Education (HSE) university classrooms has become very high hence the need to effectively manage diversity to ensure effective teaching and learning through the use of culturally responsive pedagogies (CRPs). The study therefore investigated how CRPs are applied in HSE classes in universities in Zimbabwe as well as how significantly CRPs influence effective teaching of culturally diverse classes. MethodsThe study employed a quantitative approach that used a self-constructed structured questionnaire for data collection. A sample of 63 HSE lecturers was selected from five universities using a stratified random sampling strategy. Confirmatory Factor Analysis (CFA) was used for data purification. Data was analyzed using descriptive statistics, Spearman’s rank correlation, multiple regression analysis, and correlation analysis.ResultsResults showed that verbal and non-verbal communication, classroom management, cultural knowledge of HSE students, and student-teacher interaction significantly influenced how HSE lecturers applied CRPs in universities. The results further found that the application of CRPs in university classrooms had a significantly influence on the teaching of culturally diverse HSE students in universities. ConclusionsIt was concluded that the use of CRPs is critical for effective teaching of culturally diverse university HSE classroom as it ensures effective participation by all students as well as interaction between students and lecturers as well as between culturally diverse students themselves for effective learning.

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