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A cultural competency course for pharmacy students.

Therese I Poirier¹, Lakesha M Butler, Radhika Devraj

¹School of Pharmacy, Southern Illinois University Edwardsville, Edwardsville, IL 62026, USA. tpoirie@siue.edu

American Journal of Pharmaceutical Education

|September 25, 2009

Summary

This study designed and evaluated a health promotion and literacy course, showing improved cultural competency in pharmacy students. The course prepares students for patient-centered care in diverse populations.

Keywords:

cultural competency curriculum health disparities health literacy

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Area of Science:

Health Professions Education
Cultural Competency Training
Health Literacy

Background:

Effective health promotion and literacy education are crucial for patient-centered care.
Healthcare professionals require cultural competency to address diverse patient populations.
Existing educational strategies may not adequately prepare students for cultural diversity in healthcare.

Purpose of the Study:

To design, implement, and evaluate a novel course focused on health promotion and literacy.
To enhance students' cultural competency, awareness of biases, and understanding of diverse health beliefs.
To assess the course's impact on pharmacy students' preparedness for culturally diverse patient care.

Main Methods:

A team-based learning instructional strategy was employed.
Readiness assessment tests (RATs), group presentations, portfolio reflections, and panel discussions were used to enhance learning.
Pre- and post-course assessments, including the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals (IAPCC-R), were conducted.

Main Results:

Post-course IAPCC-R scores and portfolio reflections demonstrated significant progress in cultural competency.
Student Evaluation of Teaching (SET) data provided valuable feedback for course improvement.
The curriculum effectively addressed objectives related to cultural competency and health beliefs.

Conclusions:

The course effectively enhanced cultural competency among pharmacy students.
This educational intervention affirms its value in preparing future pharmacists for culturally diverse patient care.
The findings support the integration of such courses into health professions curricula.