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Ko J, Jonkman L, Balakrishna Sharma V, Liu E, Connor SE. Assessing perspectives of a global health area of concentration within the PharmD curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:933-942. [PMID: 37758596 DOI: 10.1016/j.cptl.2023.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 08/01/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
INTRODUCTION While global health education in pharmacy expands, limited research has described the outcome of completing a global health area of concentration on career decisions, perceptions on cultural sensitivity, health disparity awareness, and global health competencies among pharmacists and students. METHODS This mixed methods study enrolled 21 graduates and 17 student pharmacists who participated in a global health concentration at one school of pharmacy in the United States. Data sources included graduate interviews and surveys, student pharmacist focus groups, and global health competency self-assessments. RESULTS Five themes emerged among graduates: (1) skills were applicable to diverse settings, (2) early exposure to underserved care prepared graduates for current practice, (3) participation impacted the lens through which graduates viewed careers, (4) participation influenced patient care in current practice, and (5) graduates gained insight on complex global health issues. Three themes were identified among student pharmacists: (1) the program provided opportunities to personalize education, (2) participants gained insight through hands-on experience, and (3) participants developed new perspectives on approaching underserved care. Many graduates (77.4%) currently practiced in an underserved setting. Graduates and fourth professional year students reported improvement in all seven global health competency domains. CONCLUSIONS A global health concentration in pharmacy curricula can facilitate skills and global health competencies that are applicable across a wide variety of patient care contexts. This concentrated experience provided opportunities to further develop career interests and personalize education, creating a cadre of pharmacists dedicated towards addressing health disparities and serving the underserved.
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Affiliation(s)
- Jennifer Ko
- Department of Pharmacy Practice, Chapman University School of Pharmacy, 9401 Jeronimo Road, Irvine, CA 92618, United States.
| | - Lauren Jonkman
- Department of Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy, 3501 Terrace St, Pittsburgh, PA 15261, United States; Department of Pharmacy Practice and Policy, University of Namibia School of Pharmacy, Private Bag 13301, Windhoek, Namibia.
| | - Vidya Balakrishna Sharma
- University of Pittsburgh School of Pharmacy, 3501 Terrace St, Pittsburgh, PA 15261, United States.
| | - Emily Liu
- University of Pittsburgh School of Pharmacy, 3501 Terrace St, Pittsburgh, PA 15261, United States.
| | - Sharon E Connor
- Department of Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy, 3501 Terrace St, Pittsburgh, PA 15261, United States.
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Ning F, Xin L, Quan W, Xiaohui L, Xiaoping D. A preliminary research on transcultural capacity in global public health: from the view of public health professionals. BMC Public Health 2023; 23:465. [PMID: 36899364 PMCID: PMC10007795 DOI: 10.1186/s12889-023-15312-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Accepted: 02/23/2023] [Indexed: 03/12/2023] Open
Abstract
BACKGROUND Transcultural capacity is a key component of consolidated global public health assistance cooperation (GPHAC). The aim of this study is to investigate the transcultural capacity perceptions of public health professionals from China's disease control and prevention system after relative training in order to provide a reference for enhancing transcultural capacity during the practice of GPHAC. METHODS A cross sectional qualitative survey in which self-administrated questionnaire with 5 open ended questions was used. The questionnaire was disseminated on the completion of an online training for China's senior public health professions on transcultural capacity in GPHAC. Descriptive statistics, word frequency analysis and content analysis were used to analyze the questionnaire data. RESULTS Totally, 45 participants took part in this training, 25 of them voluntarily participated in this survey. The participants demonstrated the need for transcultural competence in public health services and suggested improvement in the course content arising from their wealth of knowledge and practical experience in the field. 96% of the participants considered that the training course was "very necessary" and "meaningful". The most interested topics were "Overview of transcultural adaptation and GPHAC", "Transcultural adaptation and response" and "African culture and health". The contents about "Country-specific analysis on cultural factors in public health", "rapid transcultural adaptation" and "more specific practical experiences in diverse cultural backgrounds" were suggested to be added in future training. The participants considered that transcultural capacity ensured the smooth progress of GPHAC and they both could complement each other, transcultural adaptation was the premise of gaining trust and reaching cooperation, it can be conducive to the health assistance professionals to integrate into local cultural life, facilitating their foreign assistance work to be effective and efficient, and impart experiences well. The participants hoped to put the concept into action. CONCLUSION The importance of transcultural competence in GPHAC is becoming a consensus of public health professionals. Enhanced transcultural competence reflected in the attitude of public health as well as other health workers would promote GPHAC and would foster efficient emergency health response management among many countries.
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Affiliation(s)
- Feng Ning
- Center for Global Public Health, Chinese Center for Disease Control and Prevention, Room 211, 155 Changbai Road, Changping District, 102206, Beijing, P. R. China
| | - Liu Xin
- Jiangsu Provincial Center for Disease Control and Prevention, 122 Maihua Road, Qixia District, 210028, Nanjing, Jiangsu Province, China
| | - Wang Quan
- School of Public Health, Wuhan University, 115 Donghu Road, Wuchang District, 430078, Wuhan, Hubei Province, P. R. China
| | - Liang Xiaohui
- School of Public Health, Wuhan University, 115 Donghu Road, Wuchang District, 430078, Wuhan, Hubei Province, P. R. China.
| | - Dong Xiaoping
- National Institute for Viral Disease Control and Prevention, Chinese Center for Disease Control and Prevention, 155 Changbai Road, Changping District, 102206, Beijing, P. R. China.
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Drame I, Wingate L, Unonu J, Turner M, Taylor MD, Bush A, Jarvis M, Cawthorne TA. The association between students' emotional intelligence, cultural competency, and cultural awareness. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1146-1152. [PMID: 34330392 DOI: 10.1016/j.cptl.2021.06.030] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2020] [Revised: 03/02/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale. METHODS A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study. RESULTS Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02). CONCLUSIONS Previous exposure to cultural competency training impacts cultural competence scores most significantly.
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Affiliation(s)
- Imbi Drame
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - La'Marcus Wingate
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Jacqueise Unonu
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Malaika Turner
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Montrell D Taylor
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Andrea Bush
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Mariecus Jarvis
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Tatyana A Cawthorne
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
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Integration of Intercultural Learning into an International Advanced Pharmacy Practice Experience in London, England. PHARMACY 2021; 9:pharmacy9010037. [PMID: 33670428 PMCID: PMC8005935 DOI: 10.3390/pharmacy9010037] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 01/15/2021] [Accepted: 01/22/2021] [Indexed: 11/26/2022] Open
Abstract
As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan®, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory® (IDI®) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5–23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE.
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Greene E, Adam J. "Providing care across a language barrier" - A program at the intersection of inter-professional education and co-curricular engagement. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1461-1469. [PMID: 33092776 DOI: 10.1016/j.cptl.2020.07.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Revised: 06/11/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE As the number of patients with limited English proficiency (LEP) in the United States grows, so does the importance of finding solutions for the unique challenges that may arise in the healthcare arena. The need for culturally and linguistically appropriate services (CLAS) is clear, and this topic provides fertile ground for interprofessional collaboration both in practice and education. EDUCATIONAL ACTIVITY AND SETTING The authors present a description of a six-hour interdisciplinary program offered as a dual continuing education and co-curricular opportunity for faculty, preceptors, and students in health professional programs at one university. The program covered topics related to CLAS, such as Spanish language basics, ethical considerations when language barriers are present, common misconceptions that exist, and strategies and resources to improve care for LEP patients. FINDINGS A total of 24 participants (four nurses, two nurse practitioners, six pharmacists, two nursing students, and 10 pharmacy students) completed the program. Post-evaluation responses revealed that 94% of participants would change how they cared for patients as a result of the home study, with 80% concordance for each of the live sessions. DISCUSSION Responses provided helpful feedback for integration of these topics into coursework and on the value of resources for current practitioners, ultimately highlighting the value of an inter-professional training module for delivery of the content. This program was a positively received offering that enhanced inter-professional education and co-curricular offerings on an important topic.
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Affiliation(s)
- Elisa Greene
- Pharmacy Practice, Belmont University College of Pharmacy, 1900 Belmont Blvd, Nashville, TN 37212, United States.
| | - Jamie Adam
- Nursing, Belmont University College of Health Sciences, 1900 Belmont Blvd, Nashville, TN 37212, United States.
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Boylan PM, Murzello A, Parmar J, Chow NK. Integration of Latin American Complementary and Alternative Medicine Topics Into a Doctor of Pharmacy Curriculum and Survey of Student Attitudes and Behaviors. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520904121. [PMID: 32072013 PMCID: PMC6997959 DOI: 10.1177/2382120520904121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2020] [Accepted: 01/14/2020] [Indexed: 06/10/2023]
Abstract
One in 3 adults report using complementary and alternative medicine (CAM) and as many as 7 in 10 Hispanic patients report CAM use. Pharmacists often encounter patients who use CAM products and therefore college of pharmacy curricular standards require both CAM and cultural competence training; however, there is little guidance for colleges on how to best deliver this material. In Fall 2017, Larkin University College of Pharmacy implemented a curricular change wherein first professional (P1) year pharmacy students selected, researched, and presented on a CAM product from Latin America. Pre-post surveys were administered to the students to measure their attitudes and behaviors toward CAM before and after completing their project. Survey results showed that student attitudes and behaviors toward CAM were largely unchanged; however, post-survey results showed that students agreed that they knew where to search for Latin American CAM information (P < 0.05). Integration of Latin American CAM topics was successfully implemented in the P1 year of a Doctor of Pharmacy degree curriculum to foster cultural competence.
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Affiliation(s)
- Paul M Boylan
- Department of Clinical and
Administrative Sciences, College of Pharmacy, Larkin University, Miami, FL,
USA
| | - Andrea Murzello
- Department of Clinical and
Administrative Sciences, College of Pharmacy, Larkin University, Miami, FL,
USA
- Office of Experiential Education,
College of Pharmacy, Larkin University, Miami, FL, USA
| | - Jayesh Parmar
- Department of Clinical and
Administrative Sciences, College of Pharmacy, Larkin University, Miami, FL,
USA
| | - Nicholas K Chow
- Clinical Trials, Miami Cancer Institute,
Baptist Health South Florida, Miami, FL, USA
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