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Jarrar R, Lim R, Richardson CL, Naqvi AA, Rathbone AP, Lau WM. How cultural competence is conceptualised, developed and delivered in pharmacy education: a systematic review. Int J Clin Pharm 2024; 46:40-55. [PMID: 37755644 PMCID: PMC10830822 DOI: 10.1007/s11096-023-01644-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2023] [Accepted: 08/25/2023] [Indexed: 09/28/2023]
Abstract
BACKGROUND It is important to have a pharmacy workforce that is culturally competent to recognise a patient's health beliefs to improve medication adherence and reduce poor treatment outcomes. AIM This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education. METHOD Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875. RESULTS The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other. CONCLUSION There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education.
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Affiliation(s)
- Rawand Jarrar
- School of Pharmacy, Faculty of Medical Sciences, Newcastle University, King George VI Building, Newcastle upon Tyne, NE1 7RU, UK
| | - Rosemary Lim
- Reading School of Pharmacy, University of Reading, Whiteknights, Reading, RG6 6AP, UK
| | - Charlotte Lucy Richardson
- School of Pharmacy, Faculty of Medical Sciences, Newcastle University, King George VI Building, Newcastle upon Tyne, NE1 7RU, UK
| | - Atta Abbas Naqvi
- Reading School of Pharmacy, University of Reading, Whiteknights, Reading, RG6 6AP, UK
| | - Adam Pattison Rathbone
- School of Pharmacy, Faculty of Medical Sciences, Newcastle University, King George VI Building, Newcastle upon Tyne, NE1 7RU, UK
| | - Wing Man Lau
- School of Pharmacy, Faculty of Medical Sciences, Newcastle University, King George VI Building, Newcastle upon Tyne, NE1 7RU, UK.
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Ho A, Minshew L, McLaughlin JE. Pedagogical Tools and Strategies for Developing Cultural Intelligence in Pharmacy Students and Educators. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100031. [PMID: 37288682 DOI: 10.1016/j.ajpe.2022.10.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 10/20/2022] [Accepted: 10/20/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVE To review evidence-based pedagogical tools and strategies used to support the development of cultural intelligence in pharmacy education. FINDINGS An exhaustive list of search terms was included to capture the variety of terms for "cultural intelligence" (eg, cultural competence). The search was not limited to any publication year range. Search engines included PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. A total of 639 articles were identified after removing duplicates. Eighty-two articles were included for full review after screening. Year of publication ranged from 2004 - 2021. Two articles (2.4%) described tools for educator development, whereas the rest (n = 80, 97.6%) focused on student development. Examples of tools reported included lectures and workshops. Twenty-seven articles (32.9%) described pedagogical tools for fostering cultural intelligence concurrently with interprofessional development; the remaining articles (n = 55, 67.0%) focused only on pharmacy. Thirty-two articles (39.0%) used quantitative analysis methods, and 13 articles (15.9%) used qualitative analysis methods. Sixty-four articles (78.0%) included outcomes of perceptions, 6 (7.3%) included outcomes of participation, and 33 (40.2%) included outcomes of performance. Although not every study addressed all 4 cultural intelligence framework domains (awareness, knowledge, practice, and desire), each domain was apparent within the included articles. SUMMARY Various pedagogical tools have been used to develop cultural intelligence in pharmacy students with some tools used more than others. Findings suggest that integrating various pedagogical methods throughout the curriculum aligns more closely with the dynamic nature of learning and continuous self-refinement required to develop cultural intelligence.
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Affiliation(s)
- Aimee Ho
- UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA
| | - Lana Minshew
- Robert and Patricia Kern Institute for the Transformation of Medical Education and the Department of Clinical Sciences in the School of Pharmacy, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Jacqueline E McLaughlin
- Division of Practice Advancement and Clinical Education, Director of the Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
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Tupas KD, Campbell HE, Lewis TL, Leslie KF, McGee EAU, Blakely ML, Kawaguchi-Suzuki M. Baseline Assessment of Systemic Racism Education in Pharmacy Curricula. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe9028. [PMID: 35470174 PMCID: PMC10159528 DOI: 10.5688/ajpe9028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Accepted: 04/19/2022] [Indexed: 05/06/2023]
Abstract
Objective. To determine, by survey, the inclusion of systemic racism education in US Doctor of Pharmacy (PharmD) curricula and identify barriers and facilitators to addressing this content.Methods. A survey was developed and distributed to curricular representatives at US colleges and schools of pharmacy. The survey assessed inclusion of systemic racism education in curricula, faculty involvement in teaching systemic racism content, barriers to adding systemic racism content in curricula, and future curricular plans. Data were analyzed using descriptive statistics for institutional background information, curricular content, and barriers to inclusion. Relationships between the inclusion of systemic racism content at public versus private programs were examined, and associations between traditional and accelerated programs were assessed.Results. Fifty-eight colleges and schools of pharmacy provided usable responses. Of the respondents, 84% indicated that teaching systemic racism content and its impact on health and health care was a low priority. For 24% of respondents, systemic racism content was not currently included in their curriculum, while 34% indicated that systemic racism content was included in one or more courses or modules but was not a focus. Despite systemic racism content being offered in any didactic year, it was rarely included in experiential curricula. Top barriers to inclusion were lack of faculty knowledge and comfort with content and limited curricular space. No significant differences were found between program types.Conclusion. Based on the current level of systemic racism education and barriers to inclusion, faculty need training and resources to teach systemic racism concepts within pharmacy curricula. The inclusion of systemic racism concepts and guidance in the Accreditation Council for Pharmacy Education's Accreditation Standards could help to drive meaningful change and promote health equity.
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Affiliation(s)
- Kris Denzel Tupas
- Roosevelt University, College of Science, Health and Pharmacy, Schaumburg, Illinois
| | - Hope E Campbell
- Belmont University, College of Pharmacy, Nashville, Tennessee
| | - Troy Lynn Lewis
- Wilkes University, Nesbitt School of Pharmacy, Wilkes-Barre, Pennsylvania
| | - Katie F Leslie
- Sullivan University, College of Pharmacy and Health Sciences, Louisville, Kentucky
| | - Edo-Abasi U McGee
- Philadelphia College of Osteopathic Medicine (PCOM), School of Pharmacy, Suwanee, Georgia
| | - Michelle L Blakely
- University of Wyoming, School of Pharmacy, Laramie, Wyoming
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Marina Kawaguchi-Suzuki
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
- Pacific University, School of Pharmacy, Hillsboro, Oregon
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Little MM, Johnson L, Hager K. A discussion of White fragility to facilitate cultural competence development in a foundations of pharmaceutical care class. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:572-581. [PMID: 35715097 DOI: 10.1016/j.cptl.2022.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 02/21/2022] [Accepted: 04/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The objective of this study was to explore pharmacy students' emotional reaction to the concept of White fragility and garner ideas about improving pharmacy curriculum to initiate constructive patient engagement across racial divides. METHODS An online questionnaire was distributed to 160 first-year pharmacy students after reading the article "White Fragility" for a Foundations of Pharmaceutical Care Course. Class prep questions included (1) How can the college and you improve the capacity and stamina of Whites, so they are prepared to teach and initiate constructive patient engagement across racial divides? and (2) Recognizing that emotions play a critical role in learning, how does the information in the "White Fragility" article make you feel? Responses were analyzed using a constant comparative method by all three authors; discrepancies were resolved by consensus. RESULTS Of the 160 students across two campuses, 157 submitted responses. Four major categories of college culture, curriculum, educational topics, and educational suggestions or enhancements emerged "to improve the capacity and stamina of Whites." With regard to the observed feelings after reading "White Fragility," seven categories of feelings (frequency) emerged, including awareness (49%), discomfort (38.2%), empathy (19.7%), defensiveness (16.6%), frustration (15.9%), empowerment (11.5%), and curiosity (8.3%). CONCLUSIONS This student cohort is at the beginning of their intercultural journey in pharmacy. Many indicated that more emphasis on and discussion about issues like White fragility and racism would benefit their ability to care for people from a wide variety of cultures to optimize patient outcomes.
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Affiliation(s)
- Meg M Little
- Assistant Professor, Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, 1110 Kirby Drive, LSci 232, Duluth, MN 55812, United States.
| | - L'Aurelle Johnson
- Assistant Professor and Director of Diversity, Department of Experimental and Clinical Pharmacology, University of Minnesota College of Pharmacy, Delivery Code 1332, 7-115C WDH, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Keri Hager
- Associate Professor and Co-Associate Dean for Clinical Affairs, Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, United States.
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Anderson AN, Chan AR, Roman YM. Pharmacogenomics and clinical cultural competency: pathway to overcome the limitations of race. Pharmacogenomics 2022; 23:363-370. [DOI: 10.2217/pgs-2022-0009] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Global migration trends are accelerating population admixture. Increasing population diversity met with minority health disparities necessitates thoughtful training of health professional students. Health professional accreditation standards emphasize pharmacogenomics and clinical cultural competency (CCC); however, published studies focus on students’ knowledge in pharmacogenomics alone. This report reviews considerations for integrating CCC into required pharmacogenomic education in pharmacy and other health disciplines. By coupling both topics during didactic training and active learning exercises repeated throughout the existing curriculum, students can become adept at these individualized patient care skills and retain their knowledge into their careers. Moving beyond race as a proxy for healthcare decision-making, the CCC of clinicians coupled with patients’ genetic test results could empower clinicians to address health disparities and facilitate discussions about the role of race in clinical practice. Ultimately, an integrated approach of teaching pharmacogenomics and CCC could dismantle race-norming or race-based clinical practices.
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Affiliation(s)
- Apryl N Anderson
- Department of Pharmacotherapy & Outcomes Science, School of Pharmacy, Virginia Commonwealth University, Richmond, VA 23298, USA
| | - Amy R Chan
- School of Pharmacy, Virginia Commonwealth University, Richmond, VA 23298, USA
| | - Youssef M Roman
- Department of Pharmacotherapy & Outcomes Science, School of Pharmacy, Virginia Commonwealth University, Richmond, VA 23298, USA
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Medina MS, Maerten-Rivera J, Zhao Y, Henson B. A Systematic Review of Assessment Tools Measuring Cultural Competence Outcomes Relevant to Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8672. [PMID: 35027358 PMCID: PMC10159442 DOI: 10.5688/ajpe8672] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 01/02/2022] [Indexed: 05/06/2023]
Abstract
Objective. To identify and describe validated assessment tools that measure cultural competence and are relevant to pharmacy education.Methods. A systematic approach was used to identify quantitative cultural competence assessment tools relevant to pharmacy education. A systematic search of the literature was conducted using the OVID and EBSCO databases and a manual search of journals deemed likely to include tools relevant to pharmacy education. To be eligible for the review, the tools had to be developed using a study sample from the United States, have at least one peer-reviewed validated publication, be applicable to the pharmacy profession, and be published since 2010.Results. The systematic literature and manual search identified 27 tools. Twelve assessment tools met the criteria to be included in the summary and their relevancy to pharmacy education is discussed.Conclusion. A review of literature demonstrates that assessment tools vary widely and there is no one tool that can effectively assess all aspects of cultural competence in pharmacy students or the Doctor of Pharmacy curriculum. As cultural competence is a priority within the accreditation standards for pharmacy education, PharmD programs are encouraged to develop additional tools that measure observed performance.
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Affiliation(s)
- Melissa S Medina
- The University of Oklahoma, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma
| | - Jaime Maerten-Rivera
- University of Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Yichen Zhao
- University of Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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A Systematic Review of Global Health Assessment for Education in Healthcare Professions. Ann Glob Health 2022; 88:1. [PMID: 35083127 PMCID: PMC8740639 DOI: 10.5334/aogh.3389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objective: Methods: Results: Conclusions:
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Addressing cultural competence and bias in treating migrant workers in pharmacies: Pharmacy students learning and changing norms. Res Social Adm Pharm 2021; 18:3362-3368. [PMID: 34857481 DOI: 10.1016/j.sapharm.2021.11.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 11/13/2021] [Accepted: 11/24/2021] [Indexed: 11/20/2022]
Abstract
OBJECTIVE Little research addressed training pharmacy students on bias towards vulnerable patients such as migrant domestic workers (MDWs). This study evaluates a module addressing bias and cultural competence when working with MDWs in community pharmacies. METHODS Two cohorts of Lebanese Bachelor of pharmacy students completed this module as part of a core Public Health class. Guided by a social psychology framework, the module involved watching a lecture, discussing an article, watching a video addressing bias in healthcare, and taking an Implicit Association Test. Second, students interviewed one MDW and one pharmacist before filling a reflection worksheet. Students' reflections were analyzed qualitatively using content analysis. Further, to evaluate the module's impact quantitatively, an aggregate perception of helpfulness scale was created and validated. Items addressed students' own experience with the module as well as its impact on pharmacists interviewed by students. RESULTS Of 170 students completing the module and providing qualitative data, 131 were asked to fill a survey addressing perceptions of assignment helpfulness. Of those 131 students, 126 filled the survey. On a scale ranging from zero to four, the composite mean score for helpfulness was 3.4, SD = 0.5. Students reported a positive impact of the interview in improving awareness of bias for pharmacists they interviewed (mean = 3.5, SD = 0.6). Qualitative analysis produced insight into students' experience with the module including challenges in communication with MDWs; MDWs' experience with bias and its repercussions; predictability, or lack thereof, of assignment results; plans to address bias after taking the module; evaluation of interviewed pharmacist's service; and perceived pharmacists' impressions of the assignment. CONCLUSIONS A two-part module shows promise in educating pharmacy students about bias and cultural competence. Engaging target audience including pharmacists can make such experiences meaningful for students while providing a learning opportunity for those health professionals.
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Minshew LM, Lee D, White CY, McClurg M, McLaughlin JE. Development of a Cultural Intelligence Framework in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8580. [PMID: 34301553 PMCID: PMC8655145 DOI: 10.5688/ajpe8580] [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: 02/08/2021] [Accepted: 06/23/2021] [Indexed: 06/09/2023]
Abstract
Objective. Pharmacists must be equipped with the knowledge, skills, and attitudes necessary to provide culturally intelligent and patient-centered care; however, most are not trained to do so. In order to prepare culturally intelligent pharmacists, standards and curricula for cultural intelligence must be defined and implemented within pharmacy education. The objective of this study was to create a cultural intelligence framework (CIF) for pharmacy education and determine its alignment with Doctor of Pharmacy (PharmD) training.Methods. An extensive literature analysis on current methods of cultural intelligence education was used to construct a CIF, which integrates leading models of cultural intelligence in health care education with Bloom's Taxonomy. Five student focus groups were conducted to explore and map their cultural experiences to the CIF. All focus groups were recorded, transcribed, deidentified and deductively coded using the CIF.Results. The four CIF domains (awareness, knowledge, practice, desire) were observed in all five focus groups; however, not every participant expressed each domain when sharing their experiences. Most students expressed cultural awareness, knowledge, and desire, however, only a few students discussed cultural practice. Participant comments regarding their experiences differed by race and year in the curriculum.Conclusion. This study was a first step toward understanding cultural intelligence education and experiences in pharmacy. The CIF represents an evidence-based approach to cultural intelligence training that can help prepare pharmacy learners to be socially responsible health care practitioners.
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Affiliation(s)
- Lana M Minshew
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Diana Lee
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Carla Y White
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Mary McClurg
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Barber Doucet H, Ward VL, Johnson TJ, Lee LK. Implicit Bias and Caring for Diverse Populations: Pediatric Trainee Attitudes and Gaps in Training. Clin Pediatr (Phila) 2021; 60:408-417. [PMID: 34308661 DOI: 10.1177/00099228211035225] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The objective of this study was to determine the attitudes, skill level, and preferred educational interventions of pediatric residents related to implicit bias and caring for diverse patient populations. A cross-sectional survey of pediatric residents at a single, large urban residency program was utilized. Surveys were completed by 88 (55%) residents who were 69% female and 35% non-White or mixed race. Almost all residents felt that it was very or extremely important to receive training on health disparities, diverse patient populations, and implicit bias. Self-assessment of skill level revealed that residents felt confident in areas often covered by cultural competency curricula, such as interpreter use, but were less confident in other areas. The top 3 areas identified for further training included implicit bias, working with transgender and gender nonconforming patients, and weight bias. For the majority of diversity and bias-related skills, prior training was significantly correlated with higher skill level (P < .05).
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Affiliation(s)
| | | | | | - Lois K Lee
- Boston Children's Hospital, Boston, MA, USA
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Slobodin O, Kula Y, Clempert N, Cohen O. Building capacity in times of crisis: Increasing cultural competence of healthcare professionals in the context of the COVID-19. J Clin Nurs 2021. [PMID: 34114289 DOI: 10.1111/jocn.15897] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 04/12/2021] [Accepted: 05/10/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Nurses are the frontline healthcare professionals fighting the medical and social effects of the current COVID-19 pandemic. Although they work with diverse populations, there is a lack of literature on culturally competent education during an emergency such as a pandemic. AIMS AND OBJECTIVES To examine the effectiveness of an online education programme aimed at increasing cultural competence among rescue teams and healthcare professionals facing the challenges of the COVID-19 pandemic. DESIGN Pre-post-web-based intervention study. METHODS Pre-post-intervention surveys were administered to a matched sample of Israeli healthcare and rescue organisation professionals. The initial sample included 303 participants (52% women) who completed the pre-intervention survey. More than half of the sample (56%, n = 170) were paid workers or volunteers in health organisations. Of the initial sample, 154 participants completed the post-intervention survey following the online cultural competence education programme. Descriptive statistics and multivariate analysis were used to evaluate participants' gains in culturally competent attitudes, knowledge, skills and encounters. This study followed the STROBE guidelines. RESULTS Participants found the online programme useful in improving their cultural competence during the COVID-19 pandemic. The highest gains were found in the attitudes domains, whereas the lowest in the knowledge domain. Pre-intervention cultural competence scores and incorporating the programme in the educational curricula predicted increased gains in cultural competence. CONCLUSIONS Online educational interventions showed potential for increasing professionals' awareness of cultural biases, differences and attitudes, leading to more open and accepting attitudes towards patients of different backgrounds. RELEVANCE TO CLINICAL PRACTICE Recognising the need for real-time, low-cost and available training, the World Health Organization recommended using online courses for healthcare professionals struggling in the pandemic frontline. Online education programmes provide a useful platform for training health professionals in times of emergency.
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Affiliation(s)
- Ortal Slobodin
- Department of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Yosef Kula
- Masters' Program in Emergency Medicine, School of Public Health, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Neta Clempert
- Department of Middle East Studies, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Odeya Cohen
- Department of Nursing, Recanati School for Community Health Professions, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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Doroudgar S, Dang B, Nguyen H, Matsumoto RR. Assessment of Cultural Competence in Pharmacy Students Prior to Advanced Pharmacy Practice Experiences. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:7928. [PMID: 34283789 PMCID: PMC8086615 DOI: 10.5688/ajpe7928] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Accepted: 12/15/2020] [Indexed: 05/22/2023]
Abstract
Objective. To assess various aspects of cultural competence in second year Doctor of Pharmacy students' and investigate the relationship between cultural competence and students' demographics, work experience, and prior education.Methods. A 63-item survey modified from the Clinical Cultural Competency Questionnaire (CCCQ) and comprising four domains (knowledge, skills, encounters or situations, and attitudes towards cultural competency) was administered to second year pharmacy students before they started their advanced pharmacy practice experiences (APPEs). Additional questions regarding their ability to identify and recognize elements of cultural competence were asked. The effects of demographics, work experience, and education on cultural competence also were assessed.Results. Ninety-seven students (86.6%) participated in the study. The majority of participants were Asian, female, and in their late 20s. Most students agreed or strongly agreed that they could identify and recognize elements of cultural competence. However, participants indicated they were only a little or somewhat comfortable when asked questions about knowledge, skills, and comfort. Students indicated they had "quite a bit" of competence regarding attitudes towards other cultures. Previous cultural diversity training in undergraduate studies and pharmacy school were associated with higher scores on the modified CCCQ.Conclusion. The findings emphasize the importance of schools providing training in the didactic and experiential portion of the pharmacy curriculum to increase pharmacy students' knowledge, skills, comfort, and attitudes towards other cultures.
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Affiliation(s)
- Shadi Doroudgar
- Touro University California, College of Pharmacy, Vallejo, California
- Stanford University, School of Medicine, Stanford, California
| | - Baovy Dang
- Touro University California, College of Pharmacy, Vallejo, California
| | - Haiyen Nguyen
- Touro University California, College of Pharmacy, Vallejo, California
| | - Rae R Matsumoto
- Touro University California, College of Pharmacy, Vallejo, California
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Janakiram C, Balachandran P, Krishna D. Cultural competence assessment in a health-care university. JOURNAL OF INDIAN ASSOCIATION OF PUBLIC HEALTH DENTISTRY 2021. [DOI: 10.4103/jiaphd.jiaphd_158_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Boulliat C, Darlington E, Faure MA, Massoubre B, Dussart C. The Contribution of the Humanities and Social Sciences to Pharmacy Education: Literature Review and Perspectives. PHARMACY 2020; 8:pharmacy8040227. [PMID: 33255161 PMCID: PMC7712405 DOI: 10.3390/pharmacy8040227] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 11/19/2020] [Accepted: 11/21/2020] [Indexed: 11/16/2022] Open
Abstract
Background: Healthcare systems worldwide adapt to patients’ needs and expectations, following social evolutions. Pharmaceutical practice has shifted towards activities such as therapeutic education. Such new missions require to prioritize human and social sciences, which now play a predominant role in training. Objective: This work consists of assessing the contribution of human and social sciences to the field of pharmacy, with a twofold focus on practice and training. Method: A literature review was carried out according to the PRISMA guidelines focusing on the last 10 years. Selected full texts were read and analyzed to elicit the contribution of human and social sciences to pharmacy. Results: Overall 36 articles were included. Three specific topics were identified during an inductive process of full text analysis: public health policy, patient care, and interprofessional collaboration. Conclusions: Although human and social sciences are essential to the evolution of the pharmacist profession, their impact on health care costs remains difficult to evaluate. Moreover, teaching human and social sciences can prove difficult to standardize. Such approaches must be supported and organized by governments and universities with a view of upscaling practices.
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Affiliation(s)
- Caroline Boulliat
- Pharmacie à Usage Intérieur and Hôpital d’Instruction des Armées Desgenettes, 69003 Lyon, France; (M.-A.F.); (B.M.)
- Correspondence: ; Tel.: +334-72-36-60-12
| | - Emily Darlington
- Laboratoire Parcours Santé Systémique (P2S) EA 4129 and Université Claude Bernard Lyon 1, 69372 Lyon, France;
| | - Marie-Ange Faure
- Pharmacie à Usage Intérieur and Hôpital d’Instruction des Armées Desgenettes, 69003 Lyon, France; (M.-A.F.); (B.M.)
| | - Bernard Massoubre
- Pharmacie à Usage Intérieur and Hôpital d’Instruction des Armées Desgenettes, 69003 Lyon, France; (M.-A.F.); (B.M.)
| | - Claude Dussart
- Pharmacie et Stérilisation Centrales and Hospices Civils de Lyon, 69230 Sainte-Genis-Laval, France;
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Diaz-Cruz ES, Harland MD, Darensbourg C. Using Biochemistry to Educate Students on the Causal Link between Social Epigenetics and Health Disparities. Innov Pharm 2020; 11. [PMID: 34007637 PMCID: PMC8075150 DOI: 10.24926/iip.v11i3.2418] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Background While pharmacy education standards require students to recognize social determinants of health (SDOH), there is an opportunity to improve how this is taught in the curriculum. One innovative approach is to educate student pharmacists in a biochemistry course through the integration of topics like epigenetics using SDOH as the framework. Innovation A 50-minute educational activity was used to supplement material on the regulation of gene expression, in which epigenetic changes are driven by SDOH. It provided students with a biochemical basis to explain some health disparities, rather than viewing them exclusively as social obstacles to health. The activity employed a mini-lecture, a short video, as well as both small and large group discussion. A reflective paper was used to assess students' understanding of the topic, and the role of the pharmacist in helping patients prevent diseases caused by epigenetic changes due to social determinants of health. Findings A post-activity survey showed that the activity increased students' perception of knowledge about SDOH, as well as the effect of epigenetic changes on health outcomes. Furthermore, this activity increased students' awareness about the role that SDOH play in epigenetic changes and challenged students to understand the role that society plays in health outcomes. Conclusions The preventable nature of health inequities creates an opportunity to integrate public health into pharmacy education. The integration of epigenetics and SDOH gives the student an opportunity to provide a mechanistic link between social inequities and biochemical processes.
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Ewing AT, Kalu N, Cain G, Erby LH, Ricks-Santi LJ, Tetteyfio-Kidd Telemaque E, Scott DM. Factors associated with willingness to provide biospecimens for genetics research among African American cancer survivors. J Community Genet 2019; 10:471-480. [PMID: 30877487 PMCID: PMC6754482 DOI: 10.1007/s12687-019-00411-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Accepted: 02/05/2019] [Indexed: 11/25/2022] Open
Abstract
This study evaluated factors associated with willingness to provide biospecimens for cancer genetic research among African American cancer survivors. A total of 200 African American adults diagnosed with breast, colon, and/or prostate cancers completed a self-administered survey. Family history information, beliefs about cancer research, cancer genetics and disparities knowledge, willingness to provide a biospecimen, and demographics were obtained. Chi-square, independent samples t tests, and logistic regression analyses were performed. Overall, 79% of this sample was willing to provide a biospecimen for cancer genetics research. Independent associations of willingness to provide a biospecimen existed among demographics (males (p = 0.041)), those who believed in the importance of genetic causes of cancer (p < 0.001), individuals who believe it is important to participate in genetics research (p < 0.001), and those who indicated they would participate in genetics research to help future generations (p = 0.026). Overall, 12.5-56% of participants demonstrated some level of genetics and cancer disparities. This study identified factors that may be incorporated into future research interventions to engage the African American cancer population in cancer genetics biobanking research.
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Affiliation(s)
| | - Nnenna Kalu
- College of Medicine Alcohol Research Center, Howard University, Washington, DC USA
| | - Gloria Cain
- College of Medicine Alcohol Research Center, Howard University, Washington, DC USA
| | - Lori H. Erby
- Genetic Counseling Training Program, Johns Hopkins University/National Human Genome Research Institute (JHU/NHGRI), 31 Center Dr B1B36, Bethesda, MD USA
| | - Luisel J. Ricks-Santi
- Department of Cancer Research Center, Hampton University Cancer Center, Hampton, VA USA
| | | | - Denise M. Scott
- College of Medicine Alcohol Research Center, Howard University, Washington, DC USA
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Dang Y, Truong HA, Wade L. Assessment of First-Year Student Pharmacists’ Intercultural Competency Skills Using a Validated Scale and International Scenarios. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6970. [PMID: 31333263 PMCID: PMC6630845 DOI: 10.5688/ajpe6970] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Accepted: 06/17/2018] [Indexed: 06/10/2023]
Abstract
Objective. To assess first-professional year student pharmacists' level of intercultural competency using international scenarios and a validated scale. Methods. The Wesleyan Intercultural Competence Scale (WICS), a validated questionnaire, was administered to student pharmacists to self-assess their intercultural skills based on their responses to various situations that students encounter in international settings. Student pharmacists rated 16 items on a 5-point Likert scale ranging from "very inaccurate" to "very accurate." Their responses allowed their intercultural competency skills to be ranked among six developmental stages. Results. The 48 participants had traveled outside of the United States an average of 2.6 times, and 34 (71%) of them spoke another language besides English. Students' average comfort level with working with culturally diverse health care students was 4.5 out of 5, and their average comfort level with working with patients of different cultures and background was 4.6 out of 5. The students' average overall score on the WICS was 21.9 out of 36, which indicated the majority of the students were in the acceptance phase of cultural competency. Conclusion. The results of this study can inform pharmacy school faculty and administrators regarding the importance of developing targeted and/or comprehensive cultural competency training for student pharmacists, in both the didactic and experiential settings, especially during global health experiences.
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Affiliation(s)
- Yen Dang
- School of Pharmacy and Health Professions, University of Maryland Eastern Shore, Princess Anne, Maryland
| | - Hoai-An Truong
- School of Pharmacy and Health Professions, University of Maryland Eastern Shore, Princess Anne, Maryland
| | - Latasha Wade
- School of Pharmacy and Health Professions, University of Maryland Eastern Shore, Princess Anne, Maryland
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Diaz-Cruz ES. If cultural sensitivity is not enough to reduce health disparities, what will pharmacy education do next? CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:538-540. [PMID: 31171258 DOI: 10.1016/j.cptl.2019.02.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Revised: 11/13/2018] [Accepted: 02/07/2019] [Indexed: 05/25/2023]
Abstract
INTRODUCTION Social determinants greatly impact health, and evidence suggests that health disparities still exist between patient populations. The pharmacist's role in public health continues to evolve; therefore, the deliberate integration of public health into pharmacy education is essential. Pharmacy graduates must be able to recognize social determinants of health in order to help reduce disparities and inequities in access to quality care. PERSPECTIVE Cultural sensitivity training has been one of the most commonly used vehicles to educate students about health disparities. Whereas cultural sensitivity is of critical importance, it could unintentionally perpetuate the idea of culture as the sole construct to predict health outcomes. Consequently, it is important that we approach this societal problem from a public health perspective by addressing not just culture, but all other social determinants of health. IMPLICATIONS As disparities in health outcomes continue to widen for some patient groups, it is imperative for pharmacy programs to explore novel instructional approaches to teach health disparities. A paradigm shift from awareness to action and advocacy must involve educating students on the multifaceted effects of social determinants when designing interventions to help reduce health disparities.
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Affiliation(s)
- Edgar S Diaz-Cruz
- Pharmaceutical Sciences, Belmont University College of Pharmacy, 1900 Belmont Boulevard, Nashville, TN 37212-3757, United States.
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Chang LC, Guo JL, Lin HL. Cultural competence education for health professionals from pre-graduation to licensure delivered using facebook: Twelve-month follow-up on a randomized control trial. NURSE EDUCATION TODAY 2017; 59:94-100. [PMID: 28963921 DOI: 10.1016/j.nedt.2017.09.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2017] [Revised: 08/12/2017] [Accepted: 09/11/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Cultural competence (CC) training is widely recognized as a crucial component of the professional development of healthcare providers. There is no study on the effect of Facebook (FB) as a strategy to promote continual learning to enhance CC among students in health professions. OBJECTIVES To test the effects of cultural competence education using FB as a delivery platform on knowledge, awareness, self-efficacy, and skill related to CC in health students from pre-graduation to licensed professional stages. DESIGN A randomized controlled trial. PARTICIPANTS We recruited students from professional nursing, pharmacy, and nutrition programs at six medical universities and randomly assigned them to study groups. METHODS Between T1 and T2 (months 1-3), the intervention group (IG) received pre-graduation education in CC while the control group (CG) received their regular educational program. Between T2 and T3 (months 6-9), IG received on-the-job education in CC while CG received the regular program. An online self-report questionnaire assessing CC knowledge, awareness, self-efficacy, and skill was analyzed at baseline, 6months, and 12months. RESULTS Of 180 participants who completed the pretest, 120 (65 IG and 55 CG) completed both follow-ups. Changes over time were mixed; the only statistical difference between groups was an improvement in awareness in IG but not in CG. At 12months, intervention and control participants had different levels of awareness of CC (β=2.56, p<0.001), but other outcomes did not differ between groups. CONCLUSION Health profession educators can adopt Facebook as an education delivery platform to offer personalized, social learning incorporating cultural competency curricula into ongoing education and training in rising awareness on CC.
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Affiliation(s)
- Li-Chun Chang
- School of Nursing, Chang Gung University of Science and Technology, No. 261, Wen-Hua 1st Rd., Kwei-Shan, Tao-Yuan 33303, Taiwan.
| | - Jong Long Guo
- Department of Health Promotion and Health Education, National Taiwan Normal University, Taiwan; College of Education, National Taiwan Normal University, Taiwan.
| | - Hui-Ling Lin
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Linkou, Taiwan; School of Nursing, Chang Gung University of Science and Technology, Taiwan.
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Liu M, Poirier T, Butler L, Comrie R, Pailden J. Design and evaluation of interprofessional cross-cultural communication sessions. J Interprof Care 2017; 29:622-7. [PMID: 26652635 DOI: 10.3109/13561820.2015.1051215] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.
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Affiliation(s)
- Min Liu
- a Department of Applied Communication Studies
| | | | | | | | - Junvie Pailden
- d Department of Mathematics and Statistics , Southern Illinois University Edwardsville (SIUE) , Edwardsville , IL , USA
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Howells S, Barton G, Westerveld M. Exploring the development of cultural awareness amongst post-graduate speech-language pathology students. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 18:259-271. [PMID: 27142251 DOI: 10.3109/17549507.2016.1154982] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2015] [Revised: 02/11/2016] [Accepted: 02/11/2016] [Indexed: 06/05/2023]
Abstract
PURPOSE Speech-language pathology programs globally need to prepare graduates to work with culturally and linguistically diverse populations. This study explored the knowledge, perceptions and experiences related to development of cultural awareness of graduate-entry Master of Speech Pathology students at an Australian university. METHOD Sixty students across both year-levels completed a cultural awareness survey at the beginning of the semester. To explore how clinical placement influenced students' knowledge and perceptions, year-2 students completed written reflections pre- and post-placement (n = 7) and participated in focus groups post-placement (n = 6). RESULT Survey results showed student interest in working with culturally and linguistically diverse populations was high (over 80%) and confidence was moderate (over 50%). More than 80% of students reported awareness of their own cultural identities, stereotypes and prejudices. Content analysis of focus group and written reflection data identified key concepts comprising of: (1) context-university, and clinical placement site; (2) competencies-professional and individual; and (3) cultural implications-clients' and students' cultural backgrounds. CONCLUSION Findings suggest clinical placement may positively influence cultural awareness development and students' own cultural backgrounds may influence this more. Further exploration of how students move along a continuum of cultural development is warranted.
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Affiliation(s)
- Simone Howells
- a School of Allied Health Sciences, Griffith University , Gold Coast , Queensland , Australia
| | - Georgina Barton
- b School of Education and Professional Studies, Griffith University , Brisbane , Queensland , Australia
| | - Marleen Westerveld
- c Rehabilitation Sciences, Griffith University , Gold Coast , Queensland , Australia
- d College of Education, University of Canterbury , Christchurch , New Zealand
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Crawford SY, Awé C, Tawk RH, Simon Pickard A. A Cross Sectional and Longitudinal Study of Pharmacy Student Perceptions of Readiness to Serve Diverse Populations. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:62. [PMID: 27293229 PMCID: PMC4891860 DOI: 10.5688/ajpe80462] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2015] [Accepted: 09/02/2015] [Indexed: 05/22/2023]
Abstract
Objective. To examine students' self-perceptions at different stages in a pharmacy curriculum of competence related to serving culturally diverse patients and to compare self-reported competence of a student cohort near the beginning and end of the degree program. Methods. Student perceptions across four pharmacy class years were measured in a cross-sectional survey, with a follow-up longitudinal survey of one cohort three years later. Results. Based on an 81.9% response rate (537/656), scores showed no attitude changes. Reported knowledge, skills, comfort in clinical encounters, and curricular preparedness increased across program years. Fourth-year (P4) pharmacy students reported the highest scores. Scores differed by gender, age, and race/ethnicity. Students in the fourth year scored lower on importance of diversity training. Conclusion. Improved perceptions of readiness (ie, knowledge and behavior) to serve diverse groups suggest the curriculum impacts these constructs, while the invariance of student attitudes and association of self-reports with programmatic outcomes warrant further investigation.
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Affiliation(s)
| | - Clara Awé
- University of Illinois at Chicago (UIC), College of Pharmacy, Chicago, Illinois
| | - Rima H Tawk
- Florida Agricultural and Mechanical University, Tallahassee, Florida (affiliated with UIC College of Pharmacy at time of study)
| | - A Simon Pickard
- University of Illinois at Chicago (UIC), College of Pharmacy, Chicago, Illinois
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Britton BV, Nagarajan N, Zogg CK, Selvarajah S, Schupper AJ, Kironji AG, Lwin AT, Cerullo M, Salim A, Haider AH. Awareness of racial/ethnic disparities in surgical outcomes and care: factors affecting acknowledgment and action. Am J Surg 2015; 212:102-108.e2. [PMID: 26522774 DOI: 10.1016/j.amjsurg.2015.07.022] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2015] [Revised: 06/22/2015] [Accepted: 07/19/2015] [Indexed: 11/25/2022]
Abstract
BACKGROUND Studies have demonstrated racial/ethnic disparities in surgical outcomes and care. Surgeon awareness and its association with institutional action remain unclear. The study sought to assess surgeons' awareness of racial/ethnic disparities, ascertain whether demographic and practice factors influence acknowledgement of disparities, and determine whether surgeons are seeking to mitigate disparities. METHODS Anonymous online survey was administered to a random sample of American College of Surgeons (ACS) general surgeons (July 2013 to March 2014). Responses were weighted for nonresponse and risk-adjusted using logistic regression. RESULTS 172 surgeons completed the survey. Levels of acknowledged disparities were low. Less than one half reported institutional efforts to address disparities, and less than one fourth had taken efforts to investigate disparities in their personal practice. Several respondent factors including Academic Medical Center affiliation, awareness of the ACS statement on optimal access, and year of medical school graduation significantly associated with expressed acknowledgment of disparities. CONCLUSIONS Such associations speak to the need for continued efforts to promote enhanced provider awareness and participation. As the field of surgical disparities moves from understanding to action, we must acknowledge the contributing role that providers play.
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Affiliation(s)
- Breanne V Britton
- Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Neeraja Nagarajan
- Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Cheryl K Zogg
- Center for Surgery and Public Health, Harvard Medical School, Harvard T.H. Chan School of Public Health, and the Department of Surgery, Brigham and Women's Hospital, Boston, MA 02120, USA
| | - Shalini Selvarajah
- International Center for Spinal Cord Injury, The Kennedy Krieger Institute, Johns Hopkins University, Baltimore, MD, USA
| | - Alexander J Schupper
- Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - A Gatebe Kironji
- Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Albert T Lwin
- Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Marcelo Cerullo
- Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Ali Salim
- Division of Trauma, Burns, and Critical Care, Department of Surgery, Brigham and Women's Hospital, Boston, MA, USA
| | - Adil H Haider
- Center for Surgery and Public Health, Harvard Medical School, Harvard T.H. Chan School of Public Health, and the Department of Surgery, Brigham and Women's Hospital, Boston, MA 02120, USA.
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Wenger LM, Rosenthal M, Sharpe JP, Waite N. Confronting inequities: A scoping review of the literature on pharmacist practice and health-related disparities. Res Social Adm Pharm 2015; 12:175-217. [PMID: 26119111 DOI: 10.1016/j.sapharm.2015.05.011] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2015] [Revised: 05/22/2015] [Accepted: 05/23/2015] [Indexed: 12/16/2022]
Abstract
BACKGROUND An expanding body of literature is exploring the presence and impact of health and health care disparities among marginalized populations. This research challenges policy makers, health professionals, and scholars to examine how unjust and avoidable inequities are created at the societal, institutional, and individual level, and explore strategies for mitigating challenges. OBJECTIVES Recognizing the significance of this broader conversation, this scoping review provides an overview of pharmacy-specific research attentive to health-related disparities. METHODS Following Arksey and O'Malley's framework, a rigorous screening process yielded 93 peer-reviewed and 23 grey literature articles, each analyzed for core themes. RESULTS Lending critical insight to how pharmacy practice researchers are conceptualizing and measuring health inequities, this review highlights three paths of inquiry evident across this literature, including research focused on what pharmacists know about marginalized groups, how pharmacists perceive these groups, and how they provide services. Striving to drive research and practice forward, this review details research gaps and opportunities, including a need to expand the scope of research and integrate knowledge. CONCLUSIONS As pharmacists endeavor to provide equitable and impactful patient care, it is essential to understand challenges, and build strong evidence for meaningful action.
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Affiliation(s)
- Lisa M Wenger
- Ontario Pharmacy Research Collaboration (OPEN), School of Pharmacy, University of Waterloo, 10 Victoria St S, Kitchener, ON N2G1C5, Canada.
| | - Meagen Rosenthal
- School of Pharmacy, The University of Mississippi, P.O. Box 1848, University, MS 38677, USA
| | - Jane Pearson Sharpe
- Ontario Pharmacy Research Collaboration (OPEN), School of Pharmacy, University of Waterloo, 10 Victoria St S, Kitchener, ON N2G1C5, Canada
| | - Nancy Waite
- Ontario Pharmacy Research Collaboration (OPEN), School of Pharmacy, University of Waterloo, 10 Victoria St S, Kitchener, ON N2G1C5, Canada
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Okoro O, Odedina F, Smith WT. Determining the Sufficiency of Cultural Competence Instruction in Pharmacy School Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:50. [PMID: 26089559 PMCID: PMC4469016 DOI: 10.5688/ajpe79450] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2014] [Accepted: 12/14/2014] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To assess the change in the level of cultural competency and knowledge of health disparities among students in the third year of the doctor of pharmacy (PharmD) program at the University of Florida and to explore the demographic correlates. METHODS A cross-sectional survey was conducted in 3 consecutive academic years. Chi-square tests, analysis of variance (ANOVA), and multivariate regression were used for data analysis. RESULTS Following the inclusion of relevant instruction, there was some increase in knowledge of health disparities and self-awareness, but no significant increase in cultural competency skills. More students reported receiving relevant instruction within the pharmacy school curriculum than outside the curriculum. CONCLUSION Current effort to incorporate cultural competence and health disparities instruction into the pharmacy curriculum has met with some success. However, there is a need to establish standards on how much relevant training is required and further explore ways to effectively incorporate it into pharmacy education.
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Ahmadi K, Ahmadi K, Imran S. Practice of pharmacy and language competency: delivery of integrated cross-cultural care. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2013; 77:134. [PMID: 23966737 PMCID: PMC3748315 DOI: 10.5688/ajpe776134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
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