Southern Illinois University Edwardsville School of Pharmacy, 200 University Park Drive, Box 2000, Edwardsville, IL 62026, United States.
Cedarville University School of Pharmacy, United States.
Curr Pharm Teach Learn. 2020 May;12(5):517-523. doi: 10.1016/j.cptl.2020.01.007. Epub 2020 Jan 31.
To meet educational standards and provide effective patient care, student pharmacists must be well-prepared to interact with a diverse patient population. Thus, the objective was to assess the effectiveness of four different active learning strategies in enhancing the cultural competency (CC) of student pharmacists at multiple institutions.
Across two years, eight colleges/schools of pharmacy integrated two sets of CC activities with different student cohorts (first-third professional year) that were designed to address different aspects of CC. Pre- and post-activity, a modified electronic version of the Clinical Cultural Competency Questionnaire (CCCQ) that included the addition of activity-specific questions was distributed to students.
A total of 1009 students participated in these activities across eight colleges of pharmacy. The integration of activities resulted in significant increases in most items on three of the four subscales of the CCCQ (knowledge, skills, and encounters/situations). Items on the attitude subscale remained the same. Students also felt the activities were beneficial in addressing their intent.
Faculty were able to incorporate these activities throughout their respective curricula with minimal time commitment and resources. The activities improved student perceptions of their CC knowledge, skills, and ability to handle encounters and situations. These activities may be useful for other institutions as they determine the best approach to improve student CC and prepare them for practice.
为了满足教育标准并提供有效的患者护理，学生药剂师必须做好充分准备，以便与不同的患者群体进行互动。因此，本研究的目的是评估四种不同的主动学习策略在提高多个机构学生药剂师的文化能力（CC）方面的有效性。
在两年内，八所药学院/校将两组 CC 活动与不同的学生群体（第一至第三专业年）相结合，这些活动旨在解决 CC 的不同方面。在活动前后，向学生分发了经过修改的临床文化能力问卷（CCCQ）的电子版本，其中包括了特定活动的问题。
共有 1009 名学生参加了这八所药学院的活动。活动的整合导致 CCCQ 的四个子量表中的三个（知识、技能和遭遇/情况）的大多数项目都有显著增加。态度子量表的项目保持不变。学生还认为这些活动有助于解决他们的意图。
教师能够在不投入大量时间和资源的情况下，将这些活动融入到他们各自的课程中。这些活动提高了学生对他们的 CC 知识、技能以及处理遭遇和情况的能力的看法。这些活动可能对其他机构有用，因为它们需要确定提高学生 CC 并为他们的实践做好准备的最佳方法。
