Global Health Learning Outcomes by Country Location and Duration for International Experiences

Area of Science:

• Pharmacy Education
• Global Health
• Medical Education

Background:

• International advanced pharmacy practice experiences (APPEs) are crucial for developing global health competencies.
• Understanding how country income classification influences learning outcomes in APPEs is essential for curriculum development.

Purpose of the Study:

• To assess the impact of country income classification on student pharmacists' learning outcomes during international APPEs.
• To identify factors influencing competency growth in global pharmacy education.

Main Methods:

• A mixed-methods, longitudinal study involving 81 fourth-year student pharmacists.
• Pre-post surveys assessing 13 Consortium of Universities for Global Health (CUGH) competencies and qualitative data from open-ended questions and focus groups.
• Statistical analyses included paired and independent t-tests and multiple linear regression, alongside conventional content analysis for qualitative data.

Main Results:

• Students in low- to middle-income countries demonstrated significantly greater growth across all CUGH competencies compared to those in high-income countries.
• Completing APPEs in low- to middle-income countries and prior non-vacation travel were significant predictors of enhanced student growth.
• Specific gains included increased cultural sensitivity and patient-centered care in lower-income settings, and greater knowledge of healthcare systems and pharmacy practice in higher-income settings.

Conclusions:

• Learning outcomes in international APPEs vary based on country income classification, with distinct benefits in both high- and low- to middle-income settings.
• Both types of international experiences provide valuable professional and personal development opportunities for student pharmacists.
• Educational institutions should consider these differences when designing and placing students in international APPEs.