University of Saskatchewan, College of Pharmacy and Nutrition, 104 Clinic Place, Saskatoon S7N 2Z4, Saskatchewan, Canada.
Curr Pharm Teach Learn. 2020 Feb;12(2):237-243. doi: 10.1016/j.cptl.2019.11.018. Epub 2019 Nov 20.
An emphasis on equity, diversity, and inclusion is growing within the field of education, including health professions education. In particular, no published literature exists regarding decolonizing and Indigenizing pharmacy education. Post-secondary pharmacy programs in Canada have a unique opportunity to learn from the decolonizing and Indigenizing practices observed in the educational programs of other health professions and post-secondary institutions and become international leaders in this area.
Literature searches on PubMed, MEDLINE, ERIC (Ovid), iPortal, and PsycINFO were performed, revealing zero articles on decolonizing and/or Indigenizing pharmacy education. Search terms were expanded to include all health professions education programs with published literature on decolonizing and Indigenizing practices. All publications that included either or both terms (decolonizing and/or Indigenizing) and within any realm of health professions education (e.g., curriculum, assessment, evaluation, instructional design) were reviewed.
Literature on decolonizing and Indigenizing health professions education in health disciplines, such as nursing and speech pathology, were reviewed. In conjunction with literature on decolonization and Indigenization of education, with a focus on post-secondary institutions, a number of strategies are proposed to decolonize and Indigenize pharmacy education.
Findings from this review will better inform post-secondary pharmacy education programs to engage in decolonization and Indigenization practices. Engaging in decolonization and Indigenization of pharmacy education is expected to not only improve the educational experience of Indigenous students in pharmacy programs, but also improve the care received by Indigenous patients from all graduates of pharmacy.
教育领域越来越强调公平、多样性和包容性，包括健康职业教育。特别是，在药学教育方面，没有关于非殖民化和本土化的文献。加拿大的高等药学课程有一个独特的机会，可以从其他健康职业和高等教育机构的教育课程中学习非殖民化和本土化的实践，并成为该领域的国际领导者。
在 PubMed、MEDLINE、ERIC（Ovid）、iPortal 和 PsycINFO 上进行了文献检索，未发现关于药学教育的非殖民化和/或本土化的文章。检索词扩展到包括所有有关于非殖民化和本土化实践的已发表文献的健康职业教育课程。审查了所有包含非殖民化和/或本土化这两个词的出版物，以及任何健康职业教育领域的出版物（例如课程、评估、评价、教学设计）。
回顾了护理和言语病理学等健康学科的健康职业教育的非殖民化和本土化文献。结合关于教育的非殖民化和本土化的文献，重点是高等教育机构，提出了一些策略来实现药学教育的非殖民化和本土化。
本综述的结果将更好地为高等药学教育课程提供信息，以参与非殖民化和本土化实践。药学教育的非殖民化和本土化不仅有望改善药学课程中土著学生的教育体验，还有望改善所有药学专业毕业生为土著患者提供的护理。
