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Briceland LL, Dudla C, Watson A, Denvir P. Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists' Professional Identity Formation Using a Simulated Pharmacist-Patient Encounter. PHARMACY 2023; 11:177. [PMID: 37987387 PMCID: PMC10661241 DOI: 10.3390/pharmacy11060177] [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: 09/19/2023] [Revised: 10/25/2023] [Accepted: 11/12/2023] [Indexed: 11/22/2023] Open
Abstract
Purposefully developed professional identity formation (PIF) learning activities within the didactic curriculum provide crucial groundwork to complement PIF within authentic settings. The aim of this didactic exercise was to explore the impact upon student pharmacists' PIF after viewing, analyzing, and reflecting upon a simulated pharmacist-patient encounter (PPE). A 12 min role-play video was created, featuring a pharmacist counseling a standardized patient on a new medication regimen; foundational principles of medication safety, health literacy, social determinants of health, empathic communication, and motivational interviewing were included in the counseling, with some aspects intentionally performed well, others in need of improvement. Also included were the patient's varied reactions to the counseling. Students assumed the observer role and learned vicariously through viewing the PPE. Postactivity debriefs included justifying a foundational principle performed well by the pharmacist, and another in need of improvement, and a self-reflection essay expressing the impact of viewing the PPE on their PIF, from which extracts were thematically analyzed for impact. The main themes of the impact included increased awareness of counseling techniques, patient-friendly medical jargon, patient perspectives/empathy, positive and negative pharmacist role-modeling, and the value of the observer role. This PPE exercise enhanced PIF in terms of students thinking, acting, and feeling like a pharmacist, based on students' self-reflections, which most often referenced effective pharmacist-patient communication and enacting optimal patient care.
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Affiliation(s)
- Laurie L. Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
| | | | - Alexandra Watson
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
- Community Care Physicians, Latham, NY 12110, USA;
| | - Paul Denvir
- Department of Allied Health Sciences, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, 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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Choi AN, Dayer LE, Stafford RA, Dunn EB, Li C. Prior Pharmacy Work Experience as a Predictor of Clinical and Didactic Performance for Admissions Committees. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100053. [PMID: 37288688 DOI: 10.1016/j.ajpe.2022.12.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 12/09/2022] [Accepted: 12/13/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVE To investigate prior pharmacy work experience (PPWE) in admissions to predict clinical and didactic performance. METHODS In this retrospective study, data from 3 cohorts, classes of 2020-2022, were collected. Multivariate regressions were conducted to determine the impact of PPWE on performance in first-year pharmacy (P1) Community Introductory Pharmacy Practice Experience (IPPEs), second-year pharmacy (P2) institutional IPPEs, P2 & third-year pharmacy (P3) Observed Structured Clinical Examinations (OSCEs), Drug Information class and P1, P2, P3 grade point averages (GPAs). RESULTS Of 329 students, those who had PPWE (n = 210) worked as pharmacy technicians (78%), clerks, cashiers, drivers (10%), or other (12%). The majority worked in community settings (86%) and worked an average of 24 h weekly. PPWE was not associated with any pharmacy school GPAs. Those with PPWE scored 2.17 out of 100% points higher in Drug Information than those who did not. They also scored higher on P1 IPPE performance in communication and pharmacy operations skills; however, these notable differences did not continue in P2 IPPEs or OSCEs. Total hours worked in higher quartiles were also associated with increased scores in P1 IPPE communications skills, P1 IPPE pharmacy operations skills, and Drug Information course scores. CONCLUSION Prior pharmacy work experience modestly improved pharmacy school performance in selected areas in the P1 year, but the effect did not continue in later years. Students who had PPWE performed better in Drug Information and P1 IPPE communication and pharmacy operations skills.
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Affiliation(s)
- Angie N Choi
- University of Arkansas for Medical Sciences, Little Rock, AR, USA.
| | - Lindsey E Dayer
- University of Arkansas for Medical Sciences, Little Rock, AR, USA
| | | | - Eddie B Dunn
- University of Arkansas for Medical Sciences, Little Rock, AR, USA
| | - Chenghui Li
- University of Arkansas for Medical Sciences, Little Rock, AR, USA
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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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Kucherepa U, O’Connell MB. Self-Assessment of Cultural Competence and Social Determinants of Health within a First-Year Required Pharmacy Course. PHARMACY (BASEL, SWITZERLAND) 2021; 10:pharmacy10010006. [PMID: 35076573 PMCID: PMC8788424 DOI: 10.3390/pharmacy10010006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 12/17/2021] [Accepted: 12/24/2021] [Indexed: 12/03/2022]
Abstract
As social determinants of health (SDOH) and health disparities are integrated with cultural competence in healthcare education, tools assessing multiple topics are needed. The Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) survey is validated in student pharmacists and includes SDOH. The research objective was to determine if the SAPLCC survey can quantify cultural competence and SDOH course learning. First-year student pharmacists (N = 87) completed the SAPLCC survey anonymously before and after a social and administrative sciences course. The survey had 75 items with 1–4 Likert scales (4 high, total 300 points). All items were summed for the total score. Each item was assigned to a domain and factor. Factors were assigned to domains. The baseline total score was 190 ± 29 points, increasing by 63 ± 33 points post-course. All domains (i.e., knowledge, skills, attitudes, encounters, abilities, awareness), 13 of 14 factors, and total scores statistically increased. The SAPLCC tool captured student pharmacists’ self-reported changes in cultural competence and SDOH.
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Affiliation(s)
- Ulyana Kucherepa
- Clinical Pharmacy Department, SSM Health St. Mary’s Hospital—St. Louis, 6420 Clayton Rd., Richmond Heights, MO 63117, USA;
| | - Mary Beth O’Connell
- Pharmacy Practice Department, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave., Detroit, MI 48201, USA
- Correspondence:
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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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