Experiential Learning Intervention Research Articles

Assessing the Impact of Experiential Learning in Promoting Environmental Education and Sustainable Practices

This study investigates the effectiveness of experiential teaching and learning methods in enhancing environmental education among 2nd-grade students in Hyderabad, India. Utilizing a mixedmethods approach, this quasi-experimental study involved 30 students from two schools managed by different organizations. The intervention group engaged in experiential learning activities designed to improve their understanding of environmental issues and promote sustainable practices. Pre-test and post-test assessments, along with qualitative data from interviews, focus group discussions, and observations, were used. Quantitative analysis revealed significant improvements in post-test scores among students exposed to experiential learning compared to those following traditional methods. The mean pretest score of 9.97 increased to 16.80 in the post-test, indicating a notable enhancement in environmental knowledge. Qualitative data supported these findings, showing increased student engagement and critical thinking regarding environmental issues. The study demonstrates that experiential learning effectively fosters environmental awareness and sustainable practices among young students. The positive correlation between experiential learning interventions and improved educational outcomes highlights the potential for incorporating these methods into broader educational curricula to address environmental challenges comprehensively.

Development and Implementation of an Experiential Longitudinal Health Systems Science Thread Into an Existing Medical School Curriculum.

Medical school graduates enter a complex health care delivery system involving interprofessional teamwork and multifaceted value-based patient care decisions. However, current curricula on health systems science (HSS) are piecemeal, lecture based, and confined to preclinical training. The VISTA program is a longitudinal, immersive learning curriculum integrated into the University of Chicago Pritzker School of Medicine curriculum between 2016 and 2018. Key components include a unit-based nursing interprofessional team experience, a discharge objective structured clinical examination (OSCE), a patient safety simulation, and the implementation of a Choosing Wisely SmartPhrase. Graduates before 2016-2017 and after 2018-2020 VISTA implementation completed a Likert-style survey assessing attitudes, knowledge, and behaviors on HSS topics. A free response question solicited improvement areas. The Association of American Medical Colleges (AAMC) Graduation Questionnaire (GQ) was also examined. The overall VISTA survey response rate was 59%, with 126 fourth-year medical student respondents before VISTA and 120 after VISTA. Compared with pre-VISTA graduates, post-VISTA graduates reported a significantly higher rate of competence on the HSS questions, with the greatest increases seen in effective communication at discharge (n = 73/126 [57.9%] to 116/120 [96.7%], P < .001), knowledge on safety event reporting (n = 53/126 [42.1%] to 96/120 [79.8%], P < .001), and considering costs in making health care decisions (n = 76/126 [60.3%] to 117/120 [97.5%], P < .001). All were directly addressed through experiential learning interventions, and 2 were intended practice behaviors. VISTA graduate responses to free-text questions demonstrated a more nuanced understanding of HSS compared with pre-VISTA responses. The AAMC GQ data showed increased agreement with an item that mapped to HSS understanding. The VISTA program provides a model for institutions to enhance HSS education between curricular overhauls. Next steps include implementing value-added roles and additional immersive learning exercises.

Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy

Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.

Outcomes of the MAMA Training: A Simulation and Experiential Learning Intervention for Labor and Delivery Providers to Improve Respectful Maternity Care for Women Living with HIV in Tanzania.

Respectful maternity care (RMC) for women living with HIV (WLHIV) improves birth outcomes and may influence women's long-term commitment to HIV care. In this study, we evaluated the MAMA training, a team-based simulation training for labor and delivery (L&D) providers to improve RMC and reduce stigma in caring for WLHIV. The study was conducted in six clinical sites in the Kilimanjaro Region of Tanzania. 60 L&D providers participated in the MAMA training, which included a two-and-a-half-day workshop followed by a half-day on-site refresher. We assessed the impact of the MAMA training using a pre-post quasi-experimental design. To assess provider impacts, participants completed assessments at baseline and post-intervention periods, measuring RMC practices, HIV stigma, and self-efficacy to provide care. To evaluate patient impacts, we enrolled birthing women at the study facilities in the pre- (n = 229) and post- (n = 214) intervention periods and assessed self-reported RMC and perceptions of provider HIV stigma. We also collected facility-level data on the proportion of patients who gave birth by cesarean section, disaggregated by HIV status. The intervention had a positive impact on all provider outcomes; providers reported using more RMC practices, lower levels of HIV stigma, and greater self-efficacy to provide care for WLHIV. We did not observe differences in self-reported patient outcomes. In facility-level data, we observed a trend in reduction in cesarean section rates for WLHIV (33.0% vs. 24.1%, p = 0.14). The findings suggest that the MAMA training may improve providers' attitudes and practices in caring for WLHIV giving birth and should be considered for scale-up.

The Effect of Experiential Learning Program on Entrepreneurial Mindset: A Quasi-Experimental Study

This study aimed at verifying the effect of experiential learning program on entrepreneurial mindset. This study was based on a quasi-experimental design. The subjects were 113 undergraduate students, in which without randomization, fifty-eight and fifty-five students were grouped to a treatment group and a control group, respectively. The subjects in the treatment group received the experiential learning intervention during six weeks. Meanwhile, the subjects in the control group received the problem-based instructional method. All subjects completed the entrepreneurial mindset scale at two measurement times (i.e., pre-test and post-test). Based on Shapiro-Wilk test, data were found not to be normally distributed. Hence, data were then analyzed using the non-parametric tests. Based on data analysis, the undergraduate students who involved in the experiential learning program had a higher entrepreneurial mindset than those who did not involve in the program. In addition, the undergraduate students who involved in the experiential learning program had an increased entrepreneurial mindset. This study provided a theoretical implication, in which it extended the literature of the Implicit Theory of Intelligence (ITI) and the Experiential Learning Theory (ELT) by providing the synthesis of both theories in the higher education context. This study also had a practical implication for the lecturers who have an interest in entrepreneurship education. According to our findings, the entrepreneurial mindset could be enhanced by the experiential learning program (i.e., the experiential learning intervention).&#x0D; &#x0D; Received: 9 September 2023 / Accepted: 24 February 2024 / Published: 5 March 2024

Getting Ahead of the Game: Experiential Learning for Groundwater Governance in Ethiopia

Groundwater management is highly complex, with many users sharing the same resource often with limited understanding of their interconnectedness. Behavioral experiments (games) that simulate real-life common-pool resource use have shown promise as an experiential learning tool for improving resource governance. This study pilots an experiential learning intervention in Ethiopia using a groundwater game to help raise awareness of groundwater over-extraction and improve understanding of the importance of collective action in governance. In the Meki River catchment in Ethiopia, small-scale irrigation is expanding, but overextraction and competition over groundwater have not yet reached alarming levels. The groundwater game, adapted from India and including the addition of a rule-making round, was played in 15 villages with 30 groups. The game was accompanied by subsequent community-wide debriefing in each village to reflect on the experience and lessons learned, which stimulated discussions about groundwater governance. We surveyed participants to capture individual mental models regarding groundwater use and management, as well as any immediate learning effects. Focus group discussions in each village prior to the intervention and again six months after the intervention assessed possible lasting effects. The findings indicate cognitive, normative and relational learning, including increased understanding of groundwater dynamics (such as the joint effect of diverse water uses and users), the importance of collective action in resource management, and the benefits of communication. We find gendered differences in decision-making about resource extraction in the game and development of group-level resource management, confirming the need for gender-responsive approach to sustainable groundwater management interventions. We discuss community-wide learning and institution-building, and considerations for future intervention designs. We recommend embedding experiential learning, facilitated by local extension officers and other practitioners, in intervention packages that include both technical assistance on water-conserving technologies and groundwater management approaches and support in building communities’ institutional capacity.

Enhancing Family Food Security Through Experiential Learning-Based Training In Organic Food Cultivation

This study aims to assess the impact of an experiential learning based training on organic food cultivation in increasing family food security, while also exploring the potential for behavior change and economic resilience. Employing a qualitative research design, the study used case study method. Participants engaged in an experiential learning program designed to impart skills and knowledge in organic food cultivation. Data were collected through interviews, observations, and documentation study, and analyzed using thematic analysis triangulation. The findings highlight the participants' evolving perceptions of the link between organic food cultivation and family food security within the unique urban environment. The training resulted in shifts in consumption patterns and dietary habits within families, fostering healthier choices. Furthermore, the cultivation of organic produce contributed to family finances, reducing expenditure on purchased produce. The study underscores the impact of experiential learning in fostering practical skills and behavior change in an urban community setting. The research contributes to the understanding of how experiential learning interventions can positively influence family food security within specific urban localities. This study suggests that integrating experiential learning approaches into training initiatives can empower urban families to cultivate their own organic produce.

The experiential learning intervention as a bridge between academia and future career

The experiential learning intervention as a bridge between academia and future career

The effect of experiential learning interventions on physical activity outcomes in children: A systematic review.

This systematic review examined the effectiveness of experiential learning interventions for improving children's physical activity knowledge, attitudes, and behaviours. It also aimed to identify intervention characteristics that resulted in the greatest impact. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to January 2023. Eligible studies: (1) included children 0-12 years; (2) assessed the effect of physical activity outcomes on children's physical activity knowledge, attitudes or behaviour and (3) were randomised controlled trials conducted in any setting. Study risk of bias was assessed by two independent reviewers using the Cochrane risk of bias tool. Intervention approaches were categorised, and effect sizes were compared across studies for each outcome. Twelve studies were included in the review: ten in school age and two in below five years. For behavioural outcomes, six of eight studies showed medium to large effects (effects size (ES) range: 0.3-0.9), two of the three studies that assessed attitudinal outcomes displayed medium effects (ES range: 0.4-0.5) and both studies that assessed knowledge outcomes displayed medium to large effects (ES range: 0.4-1.3). The two experiential learning interventions among children < 5 years demonstrated small to medium effects on behaviour change (ES range: 0.2-0.5). Effective interventions combined enjoyable practical activities (fitness activities, games and challenges), with behaviour change techniques (goal setting, and self-monitoring), were underpinned by a behaviour change theory, and were often of short duration (< 4 months) but intense (several sessions/week). Moderate to high statistical heterogeneity was observed for behaviour outcomes and risk of bias across studies was generally high. This review provides some evidence supporting the effectiveness of experiential learning interventions in improving physical activity outcomes in school-aged children. Additional evidence is needed in children <5 years old. Future experiential learning interventions need to strengthen the evidence with rigorous methodological quality and clear reporting of the experiential learning components.

Reducing the Risk of Teen Pregnancy among Middle School Pupils through Experiential Learning Intervention by Midwifery Students

Background: This study aimed to evaluate the impact of an experiential learning intervention among middle school teens by midwifery students to reduce the risk of teen pregnancy. Methods: This research was a controlled pre-and post-test design study aimed to evaluate the impact of experiential learning intervention “Smart Teens Program” among middle school students. The data on knowledge, attitude, and subjective norms were collected during a pre-test and posttest (six weeks for intervention), in a control group (n=70) and an intervention group (n=68). The data were collected from self-administered questionnaires and analyzed using STATA (version 12.0). Results: The results showed a significant impact of the intervention “Smart Teen Program” by midwifery students, where there was a significant increase in the knowledge, attitude, and subjective norms in reducing the risk factors of teen pregnancy (p-value = 0.00). The control group who was not given any treatment showed a decreased value. Conclusions: Interventions through experiential learning by midwifery students were able to improve efforts to prevent teen pregnancy. Bangladesh Journal of Medical Science Vol. 22 No. 04 October’23 Page : 797-803

Learning With Dogs: An Exploration of Student Outcomes from a Canine-Assisted Experiential Learning Intervention

Pedagogical researchers are increasingly investigating the impact of experiential learning models, which include hands-on or immersive engagement with content, on student outcomes, as compared to traditional transmission-based learning models. Many previous studies focused on academic competencies and learning outcomes, but the present research investigated non-academic positive outcomes such as self-awareness and wellbeing. Self-awareness and meta-learning can be explained by neural reward pathways that govern motivation; active engagement with activities leads to deeper cognitive processing and higher motivation. Thus, students that are actively engaged and interested in their own learning processes tend to have better learning outcomes. Wellbeing is studied less in this context but is preserved and enhanced through this model of learning. This may be in part because experiential activities often allow for increased peer relationships, which are known to act as a buffer against stress. Combining the literature on experiential learning with the literature on canine-assisted learning provides a particularly interesting area of investigation, as several researchers have attempted to integrate the power of experiential learning with the well-known health and wellbeing benefits derived from interacting with dogs. Students reported increased confidence, wellbeing, and literacy skills after engaging with canine-assisted learning programs. Data from a novel case study conducted at Bader College in 2022-23 supported the link between experiential learning and wellbeing. In this case study, ten students took part in a dog training program over the course of the academic year. The students submitted weekly learning reflections, which highlighted the benefits they derived from the experience in relation to wellbeing, deeper cognitive processing, and meta-learning. The results of this case study suggest the need to take a more holistic approach to student outcomes when contrasting experiential learning models with traditional learning models. The study also raised awareness of the benefits of learning activities involving dogs.

Math Attitudes and Identity of High Schoolers Impacted through Participating in Informal, Near-peer Mentoring

Research in mentoring has shown that students may at times be more willing and able to absorb information that is delivered to them by their near-peers, rather than by traditional figures of authority, like teachers and professors. In this study, underrepresented minority high school students participated in an informal learning experience that was led by college students who were "near-peers" to the high schoolers. Students were engaged by participating in interactive MathShows, following a Math Social Media Campaign, and attending a summer Math Internship. Participants in the quantitative component of the study included N = 559 U.S. high schoolers who were from predominantly (99%) Hispanic ethnic backgrounds. The qualitative component of the study involved another 19 students from the same school. The mixed methods study addresses associations between high schoolers’ attitudes toward mathematics and their identity alignment, as well as classes of reasons that students gave for their identity alignment. Interactions with the college near-peers that occurred during the experiential learning intervention are also discussed. Results of this study address the goal of broadening participation of underrepresented student groups in STEM careers.

Exercise Science Student Views about Implementing Physical Activity with Older Adults: Implications for Experiential Learning

Exercise science career readiness requires skills to implement therapeutic exercise with chronic disease patients. This study sought to expose students to experiential scenarios working directly with older adults. Q methodology, designed to scientifically explore viewpoints, along with the Q sort data collection was used to determine and describe students’ views of their experiences. Researchers were interested in understanding students perceived benefits and barriers to experiential learning. Students participated in five physical activity sessions working directly with older adults then completed the Q sort. The analyses revealed two distinctive student views about the experiential learning intervention: Clinical Practitioners and Fitness Practitioners. Both factors demonstrated consensus the learning opportunity was beneficial for clarifying students’ career ambitions and strengthening their confidence working with older adults. Overall, the experiential learning intervention provided an opportunity for student implementation of exercise assessment and prescription skills in an authentic setting.

A Gamified Experiential Learning Intervention for Engaging Students Through Satisfying Needs

A field experiment conducted across an academic semester tested the impact of a gamified experiential learning intervention strategically framing a student response system (SRS) to maximize student engagement through their technology use in class. Participants ( n = 123) aged 9–16 years received an experimental intervention designed to foster intrinsic motivation through optimally challenging engagement. To achieve this, the intervention utilized teamwork, made friendly competence-enhancing competition salient, and created choice. In a comparison condition, students used SRS without these additional enhancements. Students were surveyed at three time points. The experimental intervention reported increasing psychological need satisfaction for autonomy, competence, and relatedness and greater academic well-being. An observer rating demonstrated more classroom behaviors indicative of intrinsic motivation as compared to the comparison condition. The effects of the intervention increasing student-reported and observer-rated academic well-being were due to more immediate beneficial effects of the gamified experiential condition fostering basic psychological needs for autonomy, relatedness, and competence.

Reprint of: Effects of experiential service learning in improving community engagement perception, sustainability awareness, and data analytics competency

This study examines if and how incorporating an experiential service learning intervention within an accounting course, beyond the traditional lecture, could impact students’ community engagement perception, sustainability awareness, as well as their data analytics competency. We conduct a quasi-experimental investigation with a group of 103 accounting students from a large public U.S. university. Results show that, in comparison to a group with only lecture intervention, students exhibited improved community engagement perception, sustainability awareness, and data analytics competency in both Tableau and Power BI, following the lecture plus experiential service learning intervention. Using Kolb’s four-stage experiential learning cycle as the underlying conceptual framework, further analyses of the feedback from both students and host partners illuminate the ways in which experiential service learning has helped to impact learning. Our findings suggest the value relevance of leveraging experiential service learning within an accounting course toward improving students’ development in areas outside the core curriculum. Results of this study could be of interest to accounting educators as they contemplate the efficacies of incorporating experiential-based service learning projects to elevate students’ proficiencies in the increasingly important areas of sustainability, civic awareness and data analytics.

A simulation and experiential learning intervention for labor and delivery providers to address HIV stigma during childbirth in Tanzania: study protocol for the evaluation of the MAMA intervention

BackgroundThe experience of HIV stigma during intrapartum care can impact women’s trust in the health care system and undermine their long-term commitment to HIV care engagement. Delivery of respectful maternity care (RMC) to women living with HIV (WLHIV) can improve quality of life and clinical outcomes. The goal of this study is to conduct an evaluation of MAMA (Mradi wa Afya ya Mama Mzazi, Project to Support the Health of Women Giving Birth), a simulation team-training curriculum for labor and delivery providers that addresses providers’ instrumental and attitudinal stigma toward WLHIV and promotes the delivery of evidence-based RMC for WLHIV.MethodsThe MAMA intervention will be evaluated among healthcare providers across six clinics in the Kilimanjaro Region of Tanzania. To evaluate the impact of MAMA, we will enroll WLHIV who give birth in the facilities before (n = 103 WLHIV) and after (n = 103 WLHIV) the intervention. We will examine differences in the primary outcome (perceptions of RMC) and secondary outcomes (postpartum HIV care engagement; perceptions of HIV stigma in the facility; internal HIV stigma; clinical outcomes and evidence-based practices) between women enrolled in the two time periods. Will also assess participating providers (n = 60) at baseline, immediate post, 1-month post training, and 2-month post training. We will examine longitudinal changes in the primary outcome (practices of RMC) and secondary outcomes (stigma toward WLHIV; self-efficacy in delivery intrapartum care). Quality assurance data will be collected to assess intervention feasibility and acceptability.DiscussionThe implementation findings will be used to finalize the intervention for a train-the-trainer model that is scalable, and the outcomes data will be used to power a multi-site study to detect significant differences in HIV care engagement.Trial RegistrationThe trial is registered at clinicaltrials.gov, NCT05271903.

The META-Learning Project: Design and Evaluation of an Experiential-Learning Intervention in the Metaverse for Soft Skills Improvement.

Cyberpsychology, Behavior, and Social NetworkingVol. 26, No. 3 CyberEuropeThe META-Learning Project: Design and Evaluation of an Experiential-Learning Intervention in the Metaverse for Soft Skills ImprovementCompiled by: Sabrina Bartolotta, Andrea Gaggioli, and Giuseppe RivaCompiled by: Sabrina BartolottaAddress correspondence to: Sabrina Bartolotta, Research Center in Communication Psychology, Catholic University of Milan, Largo Gemelli 1, 20123 Milan, Italy E-mail Address: sabrina.bartolotta@unicatt.itExperience Lab., Department of Psychology, Catholic University of Milan, Milan, Italy.Search for more papers by this author, Andrea GaggioliAddress correspondence to: Prof. Andrea Gaggioli, Research Center in Communication Psychology, Catholic University of Milan, Largo Gemelli 1, 20123 Milan, Italy E-mail Address: andrea.gaggioli@unicatt.itResearch Center in Communication Psychology, Department of Psychology, Catholic University of Milan, Milan, Italy.Applied Technology for Neuro-Psychology Lab., IRCCS Istituto Auxologico Italiano, Milan, Italy.Search for more papers by this author, and Giuseppe RivaAddress correspondence to: Prof. Giuseppe Riva, Humane Technology Lab., Catholic University of Milan, Largo Gemelli 1, 20123 Milan, Italy E-mail Address: giuseppe.riva@unicatt.itApplied Technology for Neuro-Psychology Lab., IRCCS Istituto Auxologico Italiano, Milan, Italy.Humane Technology Lab., Catholic University of Milan, Milan, Italy.Search for more papers by this authorPublished Online:6 Mar 2023https://doi.org/10.1089/cyber.2023.29268.ceuAboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View articleFiguresReferencesRelatedDetails Volume 26Issue 3Mar 2023 InformationCopyright 2023, Mary Ann Liebert, Inc., publishersTo cite this article:Compiled by: Sabrina Bartolotta, Andrea Gaggioli, and Giuseppe Riva.The META-Learning Project: Design and Evaluation of an Experiential-Learning Intervention in the Metaverse for Soft Skills Improvement.Cyberpsychology, Behavior, and Social Networking.Mar 2023.221-224.http://doi.org/10.1089/cyber.2023.29268.ceuPublished in Volume: 26 Issue 3: March 6, 2023Online Ahead of Print:February 23, 2023PDF download

Effects of experiential service learning in improving community engagement perception, sustainability awareness, and data analytics competency

This study examines if and how incorporating an experiential service learning intervention within an accounting course, beyond the traditional lecture, could impact students’ community engagement perception, sustainability awareness, as well as their data analytics competency. We conduct a quasi-experimental investigation with a group of 103 accounting students from a large public U.S. university. Results show that, in comparison to a group with only lecture intervention, students exhibited improved community engagement perception, sustainability awareness, and data analytics competency in both Tableau and Power BI, following the lecture plus experiential service learning intervention. Using Kolb’s four-stage experiential learning cycle as the underlying conceptual framework, further analyses of the feedback from both students and host partners illuminate the ways in which experiential service learning has helped to impact learning. Our findings suggest the value relevance of leveraging experiential service learning within an accounting course toward improving students’ development in areas outside the core curriculum. Results of this study could be of interest to accounting educators as they contemplate the efficacies of incorporating experiential-based service learning projects to elevate students’ proficiencies in the increasingly important areas of sustainability, civic awareness and data analytics.

Web-based experiential learning intervention Friend Supporter to reduce cancer stigma: Feasibility, usability, and acceptability trial

Web-based experiential learning intervention Friend Supporter to reduce cancer stigma: Feasibility, usability, and acceptability trial

Mâmawihitowin (bringing the camps together): Perinatal healthcare provider and staff participation in an Indigenous-led experiential intervention for enhancing culturally informed care—a mixed methods study

BackgroundIn partnership with a Nehiyawak (Plains Cree) community of Maskwacîs,central Alberta (Canada), we implemented an Indigenous-led intervention to provide experiential learning opportunities for perinatal health care providers (HCPs) and staff. Our objective was to capture the impact of participating in cultural safety learning opportunities on perceived self-awareness for HCPs and staff to provide enhanced culturally informed care.MethodsPerinatal HCPs and staff who work regularly with Indigenous women from our partnering community took part in a series of experiential learning activities designed by a Community Advisory Committee. We used an explanatory sequential mixed methods approach informed by community-based participatory research. We compared Cultural Intelligence Scale (CQS) and Maskwacîs-Specific Cultural Scale (MSCS) scores pre- and post-intervention using non-parametrical statistical analysis (Wilcoxon signed rank test). Post-intervention, we conducted a qualitative description study using semi-structured interviews. Qualitative data was analyzed using thematic analysis.ResultsA total of 17 participants completed pre- and post-intervention questionnaires. Responses indicated a shift in perceived cultural and community knowledge and comfort levels, with positive gains in overall mean scores for both the CQS (p = 0.01) and MSCS (p = 0.01). Nine participants completed qualitative interviews. Overall, participants felt better equipped to provide more culturally informed care to their patients post-intervention.ConclusionAn Indigenous-led experiential learning intervention was effective in enhancing overall perceived cultural awareness and preparedness to provide culturally informed care for perinatal HCPs and staff. This study provides evidence for fostering relationships between Indigenous communities and health systems toward enhanced perinatal care.