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Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes
Andrew J Muzyk1, Katie Lentz2, Cynthia Green3
1Campbell University, College of Pharmacy and Health Sciences, Buies Creek, North Carolina.
American Journal of Pharmaceutical Education
|April 7, 2017
Summary
A pharmacy education module using Bloom's affective domain reduced student stigma towards mental illness. This approach improved perceptions of patient helpfulness while decreasing fears and judgments of dangerousness.
Area of Science:
- Pharmacy Education
- Mental Health Stigma
- Affective Learning Domains
Background:
- Third-year pharmacy students often exhibit stigmatizing attitudes towards patients with mental illness.
- Reducing stigma is crucial for effective patient care and therapeutic relationships.
Purpose of the Study:
- To develop and evaluate a learning environment based on Bloom's affective domain.
- To decrease stigmatizing attitudes among pharmacy students regarding mental illness.
Main Methods:
- A module incorporating Bloom's affective domain was implemented for third-year pharmacy students.
- Students completed the Attribution Questionnaire Short Form (AQ-27) pre- and post-module.
- Teaching methods included patient cases, interactive activities, and reflective discussions.
Main Results:
- Significant changes in AQ-27 scores were observed in nine of 27 questions.
- Students showed a significant increase in the 'help' construct.
- A significant decrease was noted in the 'dangerousness' and 'fear' constructs.
Conclusions:
- Implementing a course structured around Bloom's affective domain effectively modified students' attitudes.
- This educational approach fosters a more humanistic understanding of mental illness.
- The findings support the use of affective domain frameworks in pharmacy education to combat stigma.