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Area of Science:

  • Pharmacy Education
  • Cultural Intelligence Research
  • Faculty Development

Background:

  • Cultural intelligence (CI) is crucial for healthcare professionals.
  • Developing CI in Doctor of Pharmacy students requires effective faculty guidance.
  • Assessing faculty self-efficacy in CI instruction is essential for curriculum enhancement.

Purpose of the Study:

  • To validate the construct of cultural intelligence (CI) within pharmacy education.
  • To evaluate the self-efficacy of pharmacy faculty in fostering CI among Doctor of Pharmacy students.

Main Methods:

  • A survey was developed based on a CI framework for pharmacy education.
  • Exploratory factor analysis (EFA) was used to identify CI constructs.
  • Cronbach's alpha was calculated to assess internal consistency reliability.

Main Results:

  • EFA identified three CI constructs: cultural awareness, cultural practice, and cultural desire.
  • Faculty reported highest self-efficacy in teaching cultural awareness (6.13) and lowest in cultural desire (3.90).
  • High reliability was found for all identified CI constructs (α = 0.89–0.96).

Conclusions:

  • Faculty self-efficacy in teaching CI varies, with cultural awareness being the highest.
  • Findings can inform faculty development strategies and curriculum improvements in pharmacy education.
  • Further research is needed to identify evidence-based methods for faculty development in CI instruction.