Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

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 ph...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2023-04, Vol.87 (3), p.ajpe9028-414, Article ajpe9028
Main Authors: Tupas, Kris Denzel, Campbell, Hope E., Lewis, Troy Lynn, Leslie, Katie F., McGee, Edo-abasi U., Blakely, Michelle L., Kawaguchi-Suzuki, Marina
Format: Article
Language:English
Subjects:
Academic Standards
Acceleration (Education)
Accreditation
Accreditation (Institutions)
Algorithms
Barriers
Colleges & universities
Competence
Core curriculum
curricular integration
Curriculum
Didacticism
Discrimination
Education
Education, Pharmacy - methods
Educational aspects
Ethnic Groups
Health Behavior
Health care access
Health disparities
health equity
Health Needs
Health Promotion
Humans
Institutional Evaluation
Medical education
Medical Services
Patients
Personal health
Pharmaceutical Education
Pharmaceutical sciences
Pharmacists
Pharmacy
pharmacy education
Physical Environment
Physicians
Prevention
Public health
Quality standards
Race
Racial Differences
Racism
Schools
Schools, Pharmacy
Science Curriculum
social determinants of health
Study and teaching
Systemic Racism
Teaching
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Summary: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.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe9028