Inclusion of Health Disparities, Cultural Competence, and Health Literacy Content in US and Canadian Pharmacy Curriculums

Objective. To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices. Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pha...

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Published in:American journal of pharmaceutical education 2021-01, Vol.85 (1), p.8200-86, Article 8200
Main Authors: Chen, Aleda M.H., Armbruster, Anastasia L., Buckley, Beth, Campbell, Jennifer A., Dang, Devra Khanh, Devraj, Radhika, Drame, Imbi, Edwards, Akesha, Haack, Sally L., Ma, Qing, Petry, Natasha, Planas, Lourdes G., Sadowski, Cheryl A., Santee, Jennifer, Wade, Latasha, Borja-Hart, Nancy
Format: Article
Language:English
Subjects:
Accreditation
Active learning
Adult Literacy
Canada
Core curriculum
Cross-Sectional Studies
Cultural competence
Cultural Competency
curricular integration
Curriculum
Drug stores
Education, Pharmacy
Educational aspects
Health care disparities
Health disparities
Health Literacy
Humans
Literacy Education
Medical education
Minority & ethnic groups
Multiculturalism & pluralism
Native peoples
Native rights
Pharmaceutical Education
Pharmaceutical sciences
Pharmacists
Pharmacy
Pharmacy colleges
Study and teaching
Surveys
United States
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container_end_page 86
container_issue 1
container_start_page 8200
container_title American journal of pharmaceutical education
container_volume 85
creator Chen, Aleda M.H.
Armbruster, Anastasia L.
Buckley, Beth
Campbell, Jennifer A.
Dang, Devra Khanh
Devraj, Radhika
Drame, Imbi
Edwards, Akesha
Haack, Sally L.
Ma, Qing
Petry, Natasha
Planas, Lourdes G.
Sadowski, Cheryl A.
Santee, Jennifer
Wade, Latasha
Borja-Hart, Nancy
description Objective. To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices. Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pharmacy programs in the United States and 10 in Canada in three phases. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results. Results. After stratification by institutional characteristics, no significant differences were found between the 72 (50%) responding institutions in the United States and the eight (80%) in Canada. A core group of faculty typically taught health disparities and cultural competence content and/or health literacy. Health disparities and cultural competence was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While health literacy was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of health literacy was more varied in the United States, including in a single course (20.0%), multiple courses in one year (17.1%), and multiple courses in multiple years (48.6%). Health disparities and cultural competence and health literacy was mostly taught at the introduction or reinforcement level. Active-learning approaches were mostly used in the United States, whereas in Canada active learning was more frequently used in teaching health literacy (62.5%) than health disparities and cultural competence (37.5%). Few institutions reported providing professional preceptor development. Conclusion. The majority of responding pharmacy schools in the United States and Canada include content on health disparities and cultural competence content and health literacy to varying degrees; however, less is required and implemented within experiential programs and the co-curriculum. Opportunities remain to expand and apply information on health disparities and cultural competence content and health literacy content, particularly outside the didactic curriculum, as well as to identify barriers for integration.
doi_str_mv 10.5688/ajpe8200
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To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices. Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pharmacy programs in the United States and 10 in Canada in three phases. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results. Results. After stratification by institutional characteristics, no significant differences were found between the 72 (50%) responding institutions in the United States and the eight (80%) in Canada. A core group of faculty typically taught health disparities and cultural competence content and/or health literacy. Health disparities and cultural competence was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While health literacy was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of health literacy was more varied in the United States, including in a single course (20.0%), multiple courses in one year (17.1%), and multiple courses in multiple years (48.6%). Health disparities and cultural competence and health literacy was mostly taught at the introduction or reinforcement level. Active-learning approaches were mostly used in the United States, whereas in Canada active learning was more frequently used in teaching health literacy (62.5%) than health disparities and cultural competence (37.5%). Few institutions reported providing professional preceptor development. Conclusion. The majority of responding pharmacy schools in the United States and Canada include content on health disparities and cultural competence content and health literacy to varying degrees; however, less is required and implemented within experiential programs and the co-curriculum. Opportunities remain to expand and apply information on health disparities and cultural competence content and health literacy content, particularly outside the didactic curriculum, as well as to identify barriers for integration.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe8200</identifier><identifier>PMID: 34281821</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Accreditation ; Active learning ; Adult Literacy ; Canada ; Core curriculum ; Cross-Sectional Studies ; Cultural competence ; Cultural Competency ; curricular integration ; Curriculum ; Drug stores ; Education, Pharmacy ; Educational aspects ; Health care disparities ; Health disparities ; Health Literacy ; Humans ; Literacy Education ; Medical education ; Minority &amp; ethnic groups ; Multiculturalism &amp; pluralism ; Native peoples ; Native rights ; Pharmaceutical Education ; Pharmaceutical sciences ; Pharmacists ; Pharmacy ; Pharmacy colleges ; Study and teaching ; Surveys ; United States</subject><ispartof>American journal of pharmaceutical education, 2021-01, Vol.85 (1), p.8200-86, Article 8200</ispartof><rights>2021 American Association of Colleges of Pharmacy</rights><rights>2021 American Association of Colleges of Pharmacy.</rights><rights>COPYRIGHT 2021 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2021</rights><rights>2021 American Association of Colleges of Pharmacy 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c510t-83b772a9621bc5f9e0403d456c3c9d96c88c4b8a883bcee85a4d971e1ea183ec3</citedby><cites>FETCH-LOGICAL-c510t-83b772a9621bc5f9e0403d456c3c9d96c88c4b8a883bcee85a4d971e1ea183ec3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2486869015/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2486869015?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,315,733,786,790,891,21406,21422,27957,27958,33646,33647,33912,33913,43768,43915,53827,53829,74578,74754</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34281821$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Chen, Aleda M.H.</creatorcontrib><creatorcontrib>Armbruster, Anastasia L.</creatorcontrib><creatorcontrib>Buckley, Beth</creatorcontrib><creatorcontrib>Campbell, Jennifer A.</creatorcontrib><creatorcontrib>Dang, Devra Khanh</creatorcontrib><creatorcontrib>Devraj, Radhika</creatorcontrib><creatorcontrib>Drame, Imbi</creatorcontrib><creatorcontrib>Edwards, Akesha</creatorcontrib><creatorcontrib>Haack, Sally L.</creatorcontrib><creatorcontrib>Ma, Qing</creatorcontrib><creatorcontrib>Petry, Natasha</creatorcontrib><creatorcontrib>Planas, Lourdes G.</creatorcontrib><creatorcontrib>Sadowski, Cheryl A.</creatorcontrib><creatorcontrib>Santee, Jennifer</creatorcontrib><creatorcontrib>Wade, Latasha</creatorcontrib><creatorcontrib>Borja-Hart, Nancy</creatorcontrib><title>Inclusion of Health Disparities, Cultural Competence, and Health Literacy Content in US and Canadian Pharmacy Curriculums</title><title>American journal of pharmaceutical education</title><addtitle>Am J Pharm Educ</addtitle><description>Objective. To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices. Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pharmacy programs in the United States and 10 in Canada in three phases. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results. Results. After stratification by institutional characteristics, no significant differences were found between the 72 (50%) responding institutions in the United States and the eight (80%) in Canada. A core group of faculty typically taught health disparities and cultural competence content and/or health literacy. Health disparities and cultural competence was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While health literacy was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of health literacy was more varied in the United States, including in a single course (20.0%), multiple courses in one year (17.1%), and multiple courses in multiple years (48.6%). Health disparities and cultural competence and health literacy was mostly taught at the introduction or reinforcement level. Active-learning approaches were mostly used in the United States, whereas in Canada active learning was more frequently used in teaching health literacy (62.5%) than health disparities and cultural competence (37.5%). Few institutions reported providing professional preceptor development. Conclusion. The majority of responding pharmacy schools in the United States and Canada include content on health disparities and cultural competence content and health literacy to varying degrees; however, less is required and implemented within experiential programs and the co-curriculum. 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To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices. Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pharmacy programs in the United States and 10 in Canada in three phases. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results. Results. After stratification by institutional characteristics, no significant differences were found between the 72 (50%) responding institutions in the United States and the eight (80%) in Canada. A core group of faculty typically taught health disparities and cultural competence content and/or health literacy. Health disparities and cultural competence was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While health literacy was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of health literacy was more varied in the United States, including in a single course (20.0%), multiple courses in one year (17.1%), and multiple courses in multiple years (48.6%). Health disparities and cultural competence and health literacy was mostly taught at the introduction or reinforcement level. Active-learning approaches were mostly used in the United States, whereas in Canada active learning was more frequently used in teaching health literacy (62.5%) than health disparities and cultural competence (37.5%). Few institutions reported providing professional preceptor development. Conclusion. The majority of responding pharmacy schools in the United States and Canada include content on health disparities and cultural competence content and health literacy to varying degrees; however, less is required and implemented within experiential programs and the co-curriculum. Opportunities remain to expand and apply information on health disparities and cultural competence content and health literacy content, particularly outside the didactic curriculum, as well as to identify barriers for integration.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>34281821</pmid><doi>10.5688/ajpe8200</doi><tpages>11</tpages><oa>free_for_read</oa></addata></record>
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subjects Accreditation
Active learning
Adult Literacy
Canada
Core curriculum
Cross-Sectional Studies
Cultural competence
Cultural Competency
curricular integration
Curriculum
Drug stores
Education, Pharmacy
Educational aspects
Health care disparities
Health disparities
Health Literacy
Humans
Literacy Education
Medical education
Minority & ethnic groups
Multiculturalism & pluralism
Native peoples
Native rights
Pharmaceutical Education
Pharmaceutical sciences
Pharmacists
Pharmacy
Pharmacy colleges
Study and teaching
Surveys
United States
title Inclusion of Health Disparities, Cultural Competence, and Health Literacy Content in US and Canadian Pharmacy Curriculums
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