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Koh-Knox Sharp CP, Shepler BM, Jaiswal A. Assessing learning gains of pharmacy students in communications, ways of thinking, and intercultural skills through self-assessment. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:281-290. [PMID: 38171976 DOI: 10.1016/j.cptl.2023.12.025] [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: 08/28/2023] [Revised: 12/20/2023] [Accepted: 12/22/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND AND PURPOSE Intercultural and Global Health Issues was developed to address learning outcomes in communication, ways of thinking, intercultural personal skills, and intercultural knowledge. The aim of this study was to assess learning gains of pharmacy students through self-assessment. EDUCATIONAL ACTIVITY AND SETTING Course design, learning outcomes, objectives, and activities were created to meet the expected educational outcomes. A revised rubric was created from the American Association of Colleges and Universities (AACU) Valid Assessment of Learning in Undergraduate Education rubrics on Intercultural knowledge, Information literacy, and Creative thinking. Students completed self-assessments at the beginning and end of the course. Ward hierarchical clustering, paired sample t-tests, and independent t-tests analyzed multidimensional data in two clusters. FINDINGS Cluster 1 (C1) students reported pre-course capstone performances for cultural self-awareness, problem solving, and access and use of information ethically and legally. Post-course scores for C1 students statistically increased for all AACU domains reaching capstone performances for intercultural competence, creative thinking, and information literacy. Cluster 2 (C2) students reported capstone performance levels for all AACU domains from the beginning to the end of the course. All students reported achievement of self-efficacy, creative thinking, and cultural competency at the end of the course. There was no statistically significant difference in course learning outcome scores for C1 and C2 students. SUMMARY Students achieved embedded learning outcomes of ways of thinking, communication, interpersonal skills, and intercultural knowledge as demonstrated from self-assessments. Course activities aided students' demonstration of self-efficacy, creative thinking, and intercultural knowledge.
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Affiliation(s)
- Cynthia P Koh-Knox Sharp
- Clinical Associate Professor of Pharmacy Practice, Purdue University College of Pharmacy, 575 Stadium Mall Drive, RHPH 373, West Lafayette, IN 47907, United States.
| | - Brian M Shepler
- Department of Pharmacy Practice, Purdue University College of Pharmacy, 575 Stadium Mall Drive, RHPH 370, West Lafayette, IN 47907, United States.
| | - Aparajita Jaiswal
- Intercultural Research Specialist, Purdue University Center for Intercultural Learning, Mentorship, Assessment, and Research (CILMAR), Young Hall, Suite 120, West Lafayette, IN 47907, United States.
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Murry LT, Murry JS, Pick A, Witry MJ. A Qualitative Exploration of ACPE Standard 4 Key Elements From the Perspective of Student Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100581. [PMID: 37517524 DOI: 10.1016/j.ajpe.2023.100581] [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: 03/08/2023] [Revised: 07/09/2023] [Accepted: 07/27/2023] [Indexed: 08/01/2023]
Abstract
OBJECTIVE Attitudes and skills reflecting the Accreditation Council for Pharmacy Education Standard 4 (ACPE-S4) remain an important component of pharmacy education. The objectives of this study were (1) explore student perspectives on the importance of ACPE-S4 key elements, and (2) identify experiences that students described as supporting ACPE-S4 attitude and skill development. METHODS This was a qualitative study using focus groups and dyadic interviews with student pharmacists to collect data on ACPE-S4 key element importance and skill acquisition. A general inductive qualitative approach was used to analyze data, with 2 study authors independently reviewing all transcripts and assigning codes to text segments. Authors then met to discuss coding, iteratively organize coded segments into categories and subcategories, and select representative quotes. RESULTS Overall, 3 focus groups and 3 dyadic interviews were conducted with a total of 20 students. Students ranked professionalism and self-awareness as the 2 most important key elements. From qualitative analysis, 4 categories and 10 subcategories of educational activities, programs, and experiences were identified as follows: Mentorship (Identifying a Mentor, Formal Mentorship Programs), Curriculum (Practice Lab, Professional Development Course, Interprofessional Education, Experiential Education), Cocurriculum (Organizational Involvement, Volunteer Hours), and Opportunities Outside Academic Setting (Work, Conferences, and Innovative Pharmacy Practices). CONCLUSION Participants articulated several opportunities for developing the skills and attitudes reflecting ACPE-S4 key elements. Incorporating student input into ACPE-S4 attitude and skill development may help pharmacy programs consider how to design, refine, and implement initiatives and experiences to help students develop skills across ACPE-S4 focus areas.
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Affiliation(s)
- Logan T Murry
- University of Iowa, College of Pharmacy, Iowa City, IA, USA; Accreditation Council for Pharmacy Education, Chicago, IL, USA.
| | - Janice S Murry
- University of Nebraska Medical Center, College of Pharmacy, Omaha, NE, USA
| | - Amy Pick
- University of Nebraska Medical Center, College of Pharmacy, Omaha, NE, USA
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Lipscomb J, Gálvez-Peralta M, Cropp CD, Delgado E, Crutchley R, Calinski D, Iwuchukwu O. A Genetics-Focused Lens on Social Constructs in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100077. [PMID: 37714655 DOI: 10.1016/j.ajpe.2023.100077] [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: 09/01/2022] [Revised: 01/27/2023] [Accepted: 02/18/2023] [Indexed: 09/17/2023]
Abstract
OBJECTIVE Incorporating diversity, equity, inclusion, and anti-racism principles into clinical and didactic education is essential because each influence cognitive and affective attitudes in pharmacy practice. Educators must learn from the past to enlighten the future. For example, race is a social construct, not a biological construct. However, it persistently acts as a surrogate for determining medical diagnoses and treatment. FINDINGS Precision medicine and pharmacogenomics can serve as a basis for deconstructing social constructs surrounding race and other social determinants of health. SUMMARY In this review, the authors highlight why using race in health education will lead to less-than-optimal clinical decisions and discuss best practices for incorporating diversity, equity, inclusion, and anti-racism into health education from a pharmacogenomic-based perspective.
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Affiliation(s)
- Justina Lipscomb
- The University of Texas at Austin, College of Pharmacy, Austin, TX, USA.
| | - Marina Gálvez-Peralta
- West Virginia University Health Sciences Center, School of Pharmacy, Morgantown, WV, USA
| | - Cheryl D Cropp
- Samford University McWhorter, School of Pharmacy, Homewood, AL, USA
| | - Elina Delgado
- William Carey University, School of Pharmacy, Biloxi, MS, USA
| | - Rustin Crutchley
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, WA, USA
| | - Diane Calinski
- Manchester University, College of Pharmacy, North Manchester, IN, USA
| | - Otito Iwuchukwu
- Fairleigh Dickinson University, School of Pharmacy & Health Sciences, Florham Park, NJ, USA
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Grimes T, Marcilly R, Bonnici West L, Cordina M. Medication-Related Outcomes and Health Equity: Evidence for Pharmaceutical Care. PHARMACY 2023; 11:pharmacy11020060. [PMID: 36961038 PMCID: PMC10037618 DOI: 10.3390/pharmacy11020060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 03/13/2023] [Accepted: 03/14/2023] [Indexed: 03/25/2023] Open
Abstract
Marginalised people experience diminished access to pharmaceutical care and worse medication-related outcomes than the general population. Health equity is a global priority. This article explores the key evidence of health inequity and medication use, structures the causes and contributory factors and suggests opportunities that can be taken to advance the pharmaceutical care agenda so as to achieve health equity. The causes of, and contributors to, this inequity are multi-fold, with patient- and person-related factors being the most commonly reported. Limited evidence is available to identify risk factors related to other aspects of a personal medication use system, such as technology, tasks, tools and the internal and the external environments. Multiple opportunities exist to enhance equity in medication-related outcomes through pharmaceutical care research and practice. To optimise the effects and the sustainable implementation of these opportunities, it is important to (1) ensure the meaningful inclusion and engagement of members of marginalised groups, (2) use a person-centred approach and (3) apply a systems-based approach to address all of the necessary components of a system that interact and form a network as work processes that produce system outcomes.
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Affiliation(s)
- Tamasine Grimes
- School of Pharmacy and Pharmaceutical Sciences, Trinity College Dublin, D02PN40 Dublin, Ireland
| | - Romaric Marcilly
- Univ. Lille, CHU Lille, ULR 2694-METRICS: Évaluation des Technologies de Santé et des Pratiques Médicales, F-59000 Lille, France
- Inserm, CIC-IT 1403, F-59000 Lille, France
| | - Lorna Bonnici West
- Applied Research and Innovation Centre, Malta College of Arts, Science and Technology, PLA9032 Paola, Malta
| | - Maria Cordina
- Department of Clinical Pharmacology & Therapeutics, WHO Collaborating Centre for Health Professionals Education and Research, Faculty of Medicine and Surgery, University of Malta, 2080 Msida, Malta
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Arif SA, Butler LM, Gettig JP, Purnell MC, Rosenberg E, Truong HA, Wade L, Grundmann O. Taking Action Towards Equity, Diversity, and Inclusion in the Pharmacy Curriculum and Continuing Professional Development. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8902. [PMID: 35470170 PMCID: PMC10159513 DOI: 10.5688/ajpe8902] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 04/07/2022] [Indexed: 05/06/2023]
Abstract
Increased awareness of social injustices and inequities highlight the relevance and importance of diversity, equity, inclusion, and accessibility (DEIA) in health care. Former and recent graduates of pharmacy schools remain deficient in their knowledge of DEIA topics such as unconscious bias, which can directly influence health outcomes in an undesirable manner. Particular DEIA areas that are pertinent to pharmacy practice include: race, gender, sexual orientation, gender identity, ability status, religion, socioeconomic status, and political beliefs. The American Association of Colleges of Pharmacy (AACP) affirmed its commitment to DEIA as a priority. However, existing gaps in knowledge of pharmacy graduates in this area have the potential to contribute to health disparities and inequities, which are significant public health issues. We call on academic pharmacy institutions and professional pharmacy organizations to elevate DEIA topics and to designate them as essential to both addressing health equity and improving care for underserved populations. We also implore licensing boards to require continuing education related to DEIA as a foundational step to closing the knowledge gap for pharmacists in this area.
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Affiliation(s)
- Sally A Arif
- Midwestern University, College of Pharmacy, Rush University Medical Center, Downers Grove, Illinois
| | - Lakesha M Butler
- Southern Illinois University Edwardsville, School of Pharmacy, Edwardsville, Illinois
| | - Jacob P Gettig
- Accreditation Council for Pharmacy Education, Chicago, Illinois
| | - Miriam C Purnell
- University of Maryland Eastern Shore, School of Pharmacy and Health Professions, Princess Anne, Maryland
| | - Ettie Rosenberg
- West Coast University, School of Pharmacy, Los Angeles, California
| | - Hoai-An Truong
- University of Maryland Eastern Shore, School of Pharmacy and Health Professions, Princess Anne, Maryland
| | - Latasha Wade
- Elizabeth City State University, Division of Academic Affairs, Elizabeth City, North Carolina
| | - Oliver Grundmann
- University of Florida, College of Pharmacy, Gainesville, Florida
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Promoting Cultural Humility by Integrating Health Equity Literature into the Pharmacy Curriculum. PHARMACY 2022; 10:pharmacy10050116. [PMID: 36287437 PMCID: PMC9609379 DOI: 10.3390/pharmacy10050116] [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] [Received: 07/04/2022] [Revised: 09/06/2022] [Accepted: 09/19/2022] [Indexed: 11/17/2022] Open
Abstract
Strategies that introduce students to unconscious bias and social determinants of health (SDOH) are critical to develop them as effective health care providers. We developed a semester-long activity that utilizes disease-relevant scientific literature to implement cultural humility training in a second-year rheumatology pharmacy course. Students were first re-introduced to implicit bias and then completed an anonymous survey at the beginning and conclusion of the course using a 5-point Likert scale to assess their perceptions of the role of biases and SDOH in patient care. Throughout the semester, five journal articles were assigned that relate to course material and focus on one characteristic (e.g., gout—gender). Students’ evolved perceptions of SDOH were compared to baseline data and characteristics of assigned articles indicate an improved understanding of SDOH including race/ethnicity (3.0 to 4.4, p < 0.0001); gender (2.8 to 4.0, p < 0.0001); and religion (2.3 to 2.9, p < 0.01). Among characteristics that were not directly discussed in the assignments, only education showed a significant increase (3.0 to 3.6, p < 0.01). Scientific articles that focus on health inequities relevant to course-specific diseases provide a strategy to integrate discussions that help students evaluate their biases and SDOH with the goal of improving patient care.
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Dula CAC, Porter AL. Addressing Challenges in Skills-based Education Through Innovation and Collaboration. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8788. [PMID: 34544750 PMCID: PMC8499659 DOI: 10.5688/ajpe8788] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 08/16/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Colleen A Clark Dula
- The Ohio State University College of Pharmacy, Columbus, Ohio
- Guest Editor, Skills-based Education Theme Issue, American Journal of Pharmaceutical Education
| | - Andrea L Porter
- University of Wisconsin - Madison School of Pharmacy, Madison, Wisconsin
- Guest Editor, Skills-based Education Theme Issue, American Journal of Pharmaceutical Education
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