Crawford Stephanie Y, Awé Clara, Tawk Rima H, Simon Pickard A
University of Illinois at Chicago (UIC), College of Pharmacy, Chicago, Illinois.
Florida Agricultural and Mechanical University, Tallahassee, Florida (affiliated with UIC College of Pharmacy at time of study).
Am J Pharm Educ. 2016 May 25;80(4):62. doi: 10.5688/ajpe80462.
Objective. To examine students' self-perceptions at different stages in a pharmacy curriculum of competence related to serving culturally diverse patients and to compare self-reported competence of a student cohort near the beginning and end of the degree program. Methods. Student perceptions across four pharmacy class years were measured in a cross-sectional survey, with a follow-up longitudinal survey of one cohort three years later. Results. Based on an 81.9% response rate (537/656), scores showed no attitude changes. Reported knowledge, skills, comfort in clinical encounters, and curricular preparedness increased across program years. Fourth-year (P4) pharmacy students reported the highest scores. Scores differed by gender, age, and race/ethnicity. Students in the fourth year scored lower on importance of diversity training. Conclusion. Improved perceptions of readiness (ie, knowledge and behavior) to serve diverse groups suggest the curriculum impacts these constructs, while the invariance of student attitudes and association of self-reports with programmatic outcomes warrant further investigation.
目的。考察药学课程不同阶段学生对与为文化背景多样的患者提供服务相关能力的自我认知，并比较学位课程开始时和接近结束时一个学生群体自我报告的能力。方法。通过横断面调查测量四个药学年级学生的认知，并在三年后对一个群体进行纵向跟踪调查。结果。基于81.9%的回复率（537/656），得分显示态度无变化。在整个课程年份中，报告的知识、技能、临床接触中的舒适度和课程准备情况均有所提高。四年级（P4）药学专业学生报告的分数最高。分数因性别、年龄和种族/民族而异。四年级学生在多样性培训重要性方面的得分较低。结论。对为不同群体服务的准备情况（即知识和行为）的认知改善表明课程对这些结构有影响，而学生态度的不变性以及自我报告与课程结果的关联值得进一步研究。
