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Identifying student learning competencies for urban underserved practice using a Delphi process.

Chris Johnson1, Andrew P Traynor2

  • 1Department of Pharmacy Practice, School of Pharmacy, Concordia University Wisconsin, 12800 N Lake Shore Drive, Mequon, WI 53097, United States; Department of Pharmacy Practice, College of Pharmacy, University of Arkansas for Medical Sciences, 4301 W. Markham St. #522, Little Rock, AR 72205, United States.

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Summary
This summary is machine-generated.

This study developed ten learning competencies for pharmacy students to care for urban underserved patients. These competencies guide curriculum development for high-quality, compassionate pharmacy practice.

Keywords:
CompetenciesCurriculumDelphiInstructionUnderserved

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Area of Science:

  • Pharmacy Education
  • Health Disparities
  • Underserved Populations

Background:

  • The pharmacy profession has a growing opportunity to serve urban underserved patients.
  • The Accreditation Council for Pharmacy Education (ACPE) Standards 2016 emphasize training for this population.
  • Limited literature exists to guide pharmacy schools in developing relevant curricula.

Purpose of the Study:

  • To develop practice-based learning competencies for pharmacy students serving urban underserved populations.
  • To provide guidance for pharmacy schools in curriculum and learning activity development.
  • To enhance the quality and compassion of care provided to urban underserved patients.

Main Methods:

  • A three-round modified Delphi process was employed.
  • Experts from the American Association of Colleges of Pharmacy (AACP) Health Disparities and Cultural Competency Special Interest Group (SIG) participated.
  • Consensus was determined by at least 80% of experts agreeing or strongly agreeing.

Main Results:

  • Ten learning competencies were developed and finalized.
  • Competencies cover pharmaceutical and social knowledge, pharmaceutical care and social skills, and awareness of working with urban underserved populations.
  • The expert pool possessed extensive experience in urban underserved pharmacy practice.

Conclusions:

  • This study presents the first description of practice-based student learning competencies for urban underserved pharmacy practice.
  • These competencies offer a valuable tool for pharmacy schools to develop educational programs.
  • The competencies aim to equip future pharmacists for high-quality, compassionate care in underserved urban settings.