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Mawdsley A, Willis SC. Evaluating Heteronormative Attitudes and Beliefs of United Kingdom Pharmacy Educators. JOURNAL OF HOMOSEXUALITY 2024; 71:2243-2255. [PMID: 37417739 DOI: 10.1080/00918369.2023.2231118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
United Kingdom (UK) pharmacy curricula have previously been shown to be hetero- and cis-normative. A possible reason may be that educators hold binary beliefs and attitudes toward sexuality and gender norms, and that these are manifest in teaching practice and discourse. The purpose of this study is to investigate these attitudes and beliefs. A cross-sectional survey using the 16-item heteronormative attitudes and beliefs scale (HABS) was distributed to educators at UK universities teaching on undergraduate Master of Pharmacy degree programs, with 123 surveys returned. Total HABS scores and subscales measuring normative beliefs (NB) and essential sex and gender (ESG) were calculated with non-parametric statistics comparing scores based on demographic and contextual characteristics of the sample. The mean total HABS score was 40.06, for NB it was 16.46 and ESG it was 23.60 indicating moderate-low normative beliefs and attitudes. Two demographic categories reached statistical significance: gender (p = .049 total HABS score) and sexuality (p = < .001 total HABS score, p = .008NB subscore and p = < .001 ESG subscore) (p < .05) indicating that female and queer identifying educators have significantly lower heteronormative attitudes and beliefs. Findings indicate that UK pharmacy educators do not hold normative values and beliefs; curricula are influenced by the normative structures within higher education.
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Affiliation(s)
- Andrew Mawdsley
- Division of Pharmacy and Optometry, University of Manchester, Manchester, UK
| | - Sarah C Willis
- Management and Policy Division Alliance Manchester Business School, University of Manchester, Manchester, UK
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McLaughlin JE, Morbitzer KA, Zeeman JM, Eckel SF. Understanding pathways to health-system pharmacy administration: A journey mapping study. Am J Health Syst Pharm 2024; 81:e90-e99. [PMID: 37850791 DOI: 10.1093/ajhp/zxad263] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2023] [Indexed: 10/19/2023] Open
Abstract
PURPOSE Pharmacy administrators play a critical role in the success of health systems, yet pathways to pharmacy administration are incompletely understood. The purpose of this study was to explore and describe pathways to becoming a health-system pharmacy administrator, including challenges experienced and resources needed. METHODS Participants (N = 21) individually completed one or more journey maps detailing the pathway(s) to pharmacy administration and then engaged in small group discussion to identify common themes. A large group debrief was used to share and identify findings across small groups. Thematic analysis was utilized to identify common ideas shared. RESULTS There was variation across the maps, illustrating many steps one might follow to become a pharmacy administrator. In the 23 maps completed, pathways most frequently began with pharmacy school (n = 9, 39.1%), high school (n = 6, 26.1%), or undergraduate training (n = 4, 17.4%). Most included residency training or dual master's of science in health-system pharmacy administration/residency training (n = 16, 69.6%). Common challenges included distractions, time constraints, grades/performance, financial constraints, and stress. Common resources needed included exposure to diverse career paths, pipeline and outreach support, mentoring, and leadership. Themes included debate about the definition of a pharmacy administrator, questions regarding the core competencies of the pharmacy administrator, discussion regarding ways to enter pharmacy administration, and reflection on the role of serendipity and networking. CONCLUSION Understanding the pathways to pharmacy administration is critical to fostering a sustainable and competent workforce. Work must be done to identify strategies and develop processes for identifying, equipping, and retaining talented health-system pharmacy administrators and leaders.
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Affiliation(s)
- Jacqueline E McLaughlin
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, and Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA
| | - Kathryn A Morbitzer
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, and Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA
| | - Jacqueline M Zeeman
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, and Office of Organizational Effectiveness, Planning, and Assessment, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA
| | - Stephen F Eckel
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, and Global Engagement, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA
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Chisholm-Burns MA, Spivey CA, Tipton NG. A diversity index to measure underrepresented minority enrollment in United States colleges and schools of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1340-1347. [PMID: 36123232 DOI: 10.1016/j.cptl.2022.09.025] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 08/11/2022] [Accepted: 09/07/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION With an underrepresented minority (URM) student population of <20%, colleges and schools of pharmacy (CoPs) in the United States (US) lag behind the national population, in which URMs account for >30%. Few tools are available to assist the >140 US CoPs in tracking progress in URM diversity among student pharmacists. Thus, the study's purpose was to address this gap by: (1) creating a "diversity index" for pharmacy programs; and (2) determining changes in diversity index scores between 2011 and 2020. METHODS This was a secondary analysis of 2011-2020 fall URM enrollment data for CoPs and national and state population data. The annual diversity index score for 2011-2020 was calculated for each CoP. Wilcoxon signed-rank tests and Mann-Whitney U tests were conducted. RESULTS Among all CoPs, median URM percent enrollment significantly increased from 7.7% in 2011 to 14.5% in 2020. Median diversity index scores for all CoPs increased from 0.66 in 2011 to 0.76 in 2020, but this change was not statistically significant. Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs) had significantly greater diversity index scores than non-HBCUs/HSIs. Diversity index scores of public vs. private colleges did not differ significantly. CONCLUSION This diversity index represents an important step in tracking progress in increasing URM student pharmacist representation in CoPs. The index may be utilized as a tool to support development of diversity best practices and more inclusive environments for student pharmacists, faculty, staff, and stakeholders.
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Affiliation(s)
- Marie A Chisholm-Burns
- Oregon Health & Science University, 3225 SW Pavilion Loop, Baird Hall Suite 1011, Portland, OR 97239, United States.
| | - Christina A Spivey
- Oregon Health & Science University, 3225 S.W. Pavilion Loop, MC: L101, Baird Hall (Suite 1028), Portland, OR 97239, United States.
| | - Nathan G Tipton
- Scientific Writer and Communications, University of Tennessee Health Science Center College of Pharmacy, Madison Avenue, Suite 248B, Memphis, TN 38163, United States.
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McLaughlin JE, Morbitzer KA, Volkmar B, Harris SC, Williams CR, Wolcott MD, Jarstfer MB, White CY. Designing an Inclusive Learning Training Series for Pharmacy Educators. PHARMACY 2022; 10:pharmacy10050113. [PMID: 36136846 PMCID: PMC9498629 DOI: 10.3390/pharmacy10050113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Revised: 08/26/2022] [Accepted: 09/10/2022] [Indexed: 11/16/2022] Open
Abstract
This article describes the design, implementation, and evaluation of five faculty development sessions focused on inclusive teaching strategies in pharmacy education. Inclusive strategies ensure that every student can clearly understand and engage in meaningful learning opportunities. Three sessions were implemented in fall 2020 and two in spring 2021. Sessions focused on experiential, didactic, and graduate education. A convergent parallel mixed methods evaluation was conducted using descriptive statistics and thematic analysis. Sessions were highly rated, and participants provided suggestions for curriculum improvement (e.g., creating resources, surveying students, and peer auditing syllabi for aspects of inclusiveness). Given the increasing emphasis on inclusion in pharmacy education, this work is timely for sharing strategies aimed at faculty development and teaching practices.
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Affiliation(s)
- Jacqueline E. McLaughlin
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
- Correspondence:
| | - Kathryn A. Morbitzer
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Bethany Volkmar
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Suzanne C. Harris
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Charlene R. Williams
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Michael D. Wolcott
- Workman School of Dental Medicine, High Point University, High Point, NC 27268, USA
| | - Michael B. Jarstfer
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Carla Y. White
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
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Fassett KT, Wolcott MD, Harpe SE, McLaughlin JE. Considerations for writing and including demographic variables in education research. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1068-1078. [PMID: 36055698 DOI: 10.1016/j.cptl.2022.07.022] [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: 11/12/2021] [Revised: 06/22/2022] [Accepted: 07/13/2022] [Indexed: 06/15/2023]
Abstract
OUR SITUATION At many points within pharmacy education, we collect demographic information about faculty, staff, students, and trainees. Admissions procedures and surveys, for example, typically categorize participants based on various identities such as race and ethnicity as well as gender and sex. In this article, we interrogate the complex nature of capturing participant identities through demographic variables, using race and ethnicity, gender and sex, sexual orientation and identity, and disability status as specific examples. METHODOLOGICAL LITERATURE REVIEW Various approaches to defining demographic characteristics can be seen in pharmacy education research. To help readers understand why certain characteristics and categories are commonly utilized, we describe common influences of demographic variables, such as federal laws and professional guidelines. We also review several common demographic variables to illustrate the complexity of this issue. OUR RECOMMENDATIONS AND THEIR APPLICATION(S) Seven recommendations for improving demographic data collection and use are provided. Examples include respecting and honoring lived student experiences, defining demographic data more precisely, and channeling institutional resources toward specific student needs. POTENTIAL IMPACT Collecting demographic information more accurately and thoughtfully could help pharmacy education improve its educational practice and research. The provided recommendations provided will help researchers and educators measure and utilize demographic variables more effectively.
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Affiliation(s)
- Kyle T Fassett
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane - Beard Hall 321, Chapel Hill, NC 27599, United States.
| | - Michael D Wolcott
- Workman School of Dental Medicine, High Point University, One N University Pkwy, High Point, NC 27268, United States.
| | - Spencer E Harpe
- Midwestern University College of Pharmacy, 555 31(st) Street, Downers Grove, IL 60515, United States.
| | - Jacqueline E McLaughlin
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane - Beard Hall 321, Chapel Hill, NC 27599, United States.
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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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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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Gaither CA. Pharmacists can be DEAI change agents. J Am Pharm Assoc (2003) 2021. [DOI: 10.1016/j.japh.2021.07.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Swidrovich J. A Canadian perspective of pharmacy education for students belonging to diverse groups. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:895-902. [PMID: 34074524 DOI: 10.1016/j.cptl.2021.03.025] [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: 06/23/2020] [Revised: 12/14/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Attention to equity, diversity, and inclusion (EDI) is on the rise in Canada, the United States, and the world. While there are evolving efforts across various sectors, post-secondary institutions, in particular, are growing in EDI efforts. For health professional programs, including pharmacy, health disparities are addressed and improvements in health care are realized when faculty are committed to EDI in hiring, admissions, and teaching and learning. To inform the direction and highlight the importance of further EDI research, programming, and evaluation, this paper analyzes the existing literature in pharmacy education and the education of diverse groups. METHODS Several databases were searched, resulting in 17 articles of varying scopes (e.g., reviews, commentaries, reports) that capture principles of pharmacy education for diverse or marginalized students. While other articles were screened for inclusion, the concepts of culture, equity, diversity, and inclusion were presented as part of classroom and curricular topics (e.g., learning about the topics) and did not contain mention or evaluation of the education of diverse or marginalized students in pharmacy. RESULTS Pharmacy education literature for diverse and/or marginalized student groups is limited. While significant publications exist regarding pharmacy education about EDI, little attention has been given to how pharmacy programs and educators may adapt their teaching and learning practices, policies, procedures, and admission processes to move beyond the status quo. IMPLICATIONS Findings from this review will better inform pharmacy education programs to engage in the research and practice of conscious continuous improvement of safe spaces for diverse pharmacy students.
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Affiliation(s)
- Jaris Swidrovich
- University of Saskatchewan College of Pharmacy and Nutrition, 104 Clinic Place, Saskatoon, SK S7N 2Z4, Canada.
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Hahn FT, Bush AA, Zhang K, Patel A, Lewis K, Jackson A, McLaughlin JE. Exploring the Career Engagement, Interests, and Goals of Pharmacy Students Identifying as Underrepresented Racial Minorities. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8365. [PMID: 34283794 PMCID: PMC8086616 DOI: 10.5688/ajpe8365] [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: 08/25/2020] [Accepted: 12/15/2020] [Indexed: 05/22/2023]
Abstract
Objective. To examine pharmacy career engagement, interest, and confidence in Doctor of Pharmacy (PharmD) students identifying as underrepresented racial minorities (URMs).Methods. A 15-item survey about career engagement, confidence, and goals was administered at a business session of a national conference. The survey included demographic items and items about career exposure prior to and during school, career aspirations after graduation, frequency of engagement in various settings, career factors, and career confidence. Cronbach alpha was used to examine survey reliability. Descriptive statistics and nonparametric statistical tests were used to analyze survey responses.Results. Sixty-nine URM students completed the survey. Most indicated frequent engagement with community pharmacy prior to and during school; no engagement with hospital pharmacy prior to school, yet occasional or frequent engagement during school; and no engagement with the pharmaceutical industry prior to and during school. Most selected hospital pharmacy as their career aspiration, followed by community pharmacy and industry. Approximately half indicated an interest in completing a postgraduate fellowship. Items selected as important to career choice included patient care, job security, and level of stress. Group differences were found by gender and year in school.Conclusion. Despite calls for diversity in pharmacy, there is a paucity of research in this area. This study provides a first glimpse into the career engagement, confidence, and goals of students identifying as URMs, raising a number of critical issues for pharmacy education. Moving forward, schools, employers, and researchers must work to better understand the career development of URM students, including barriers and facilitators to access and success.
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Affiliation(s)
- Faustina T Hahn
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Antonio A Bush
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
- Association of American Medical Colleges, Washington, District of Columbia
| | - Kate Zhang
- Duke University, Office of the Dean of Students, Durham, North Carolina
| | | | - Kimberly Lewis
- G. V. (Sonny) Montgomery VA Medical Center, Jackson, Mississippi
- Student National Pharmaceutical Association, Buies Creek, North Carolina
| | - Anita Jackson
- Durham County Department of Public Health, Durham, North Carolina
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Kiles TM, Garey KW, Wanat MA, Pitman P. A survey to assess experiences and social support of underrepresented minority doctor of pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:245-254. [PMID: 33641734 DOI: 10.1016/j.cptl.2020.10.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 09/30/2020] [Accepted: 10/18/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION There is little data regarding the experiences of underrepresented minorities in pharmacy school. The objectives of this project were to describe the perceived racial and social climate at a diverse college of pharmacy (COP) and to determine areas of opportunity to improve the experiences of underrepresented minority students. METHODS An electronic survey was administered to students from all four professional years at a COP in Houston, Texas. Students anonymously self-identified demographic information along with perceptions of racial climate using modified versions of previously validated survey instruments. The institution's social climate was assessed via several measures comprising composite survey scores. RESULTS A total of 126 students completed the survey. Overall, Black students had more negative racial experiences and fewer positive social experiences as compared to their peers. Hispanic/Latino student perceptions of the racial and social climate at our institution were more positive than average. Student recommendations were also captured. CONCLUSIONS Not all students experienced the same level of inclusion in the college of pharmacy. The diversity and inclusion initiatives undertaken at this COP appear to have been effective in the Latino student population. There is a need for further investigation and qualitative research to determine the best strategies for inclusion of Black students in COPs with diverse populations.
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Affiliation(s)
- Tyler M Kiles
- Post-Doctoral Academic Fellow, University of Houston College of Pharmacy, 4849 Calhoun Rd, Room 4019, Houston, TX 77204, United States.
| | - Kevin W Garey
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
| | - Matthew A Wanat
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
| | - Paige Pitman
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
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McLaughlin JE, Bush AA, Friedman AD, Lai SK. Immersive Research Experiences for High School Students Aimed at Promoting Diversity and Visibility in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7589. [PMID: 32313287 PMCID: PMC7159016 DOI: 10.5688/ajpe7589] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Accepted: 09/25/2019] [Indexed: 05/13/2023]
Abstract
Two challenges frequently faced by schools of pharmacy are the training of a workforce that reflects the racial and ethnic diversity of the populations they serve, as well as raising public awareness of the mission and impact of pharmacy schools. One underutilized strategy in addressing these challenges is directly engaging high school students, whose race and ethnicity more closely reflect the increasing diversity of the US population, in immersive research experiences at schools of pharmacy. Motivated by the multidisciplinary nature of pharmaceutical sciences that involve integration of various science, technology, engineering, and mathematics (STEM) disciplines, the UNC Eshelman School of Pharmacy created the Young Innovators Program (YIP). The program is an eight-week paid summer internship that immerses participants in cutting-edge and innovative research. Through careful planning, strategic collaboration, and a purposeful recruitment process, we believe pharmacy education could benefit from the expansion of immersive programs that promote the engagement of racially and ethnically diverse high school students in real-world research.
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Affiliation(s)
- Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Antonio A Bush
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Adam D Friedman
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Samuel K Lai
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Bush AA. A Conceptual Framework for Exploring the Experiences of Underrepresented Racial Minorities in Pharmacy School. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7544. [PMID: 32292197 PMCID: PMC7055416 DOI: 10.5688/ajpe7544] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2019] [Accepted: 06/06/2019] [Indexed: 05/22/2023]
Abstract
Objective. To explore the social and academic experiences of students identifying as underrepresented racial minorities (URMs) in a pharmacy school, how they made meaning of their experiences, and the strategic actions they took to navigate towards degree completion. Methods. Twenty students from a school of pharmacy within a research-intensive institution participated in semi-structured interviews. Data were analyzed through several rounds of coding. Trustworthiness procedures included the use of multiple coders, a dependability audit, and analytic memos to promote reflexivity. Results. The study yields a conceptual model. Pre-pharmacy school factors such as pipeline programs, work experiences, family, and URM health professionals impacted students' interest in and encouragement to attend pharmacy school. Students reported experiences including a lack of diversity, feeling unwelcomed, and concerns about cultural competency and group work challenges. Students were motivated by URM faculty members, self-efficacy, and a sense of purpose. Students were inhibited by the mental impact of sociopolitical events, the pressures of representing their race/ethnicity, and feeling inferior. Students took several actions to navigate the school including "code-switching," finding solace and support with other URMs, seeking cultural competence-related experiences to complement the curriculum, and strategically remaining silent or speaking up during group work conflicts. Conclusion. This exploratory study provides a roadmap to better understand URM students' journey to pharmacy school and experiences therein. Findings could be used by pharmacy schools to create a more inclusive environment for URM students and provide future directions for scholars pursing diversity-related research agendas in health professions education.
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Affiliation(s)
- Antonio A Bush
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Bush AA, McLaughlin JE, White C. Response to Critical Race Theory for Pharmacy Diversity Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6984. [PMID: 29606717 PMCID: PMC5869759 DOI: 10.5688/ajpe6984] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Antonio A. Bush
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Jacqueline E. McLaughlin
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Carla White
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- Office of Innovative Leadership and Diversity, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Rockich-Winston N. Critical Race Theory for Pharmacy Diversity Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6929. [PMID: 29606716 PMCID: PMC5869758 DOI: 10.5688/ajpe6929] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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