Schellhase Ellen, Hasan Ishmum, Hendricks Stephanie, Miller Monica L
College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA.
Pharmacy (Basel). 2021 Feb 11;9(1):37. doi: 10.3390/pharmacy9010037.
As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory (IDI) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5-23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE.
随着国际先进药学实践经验（APPEs）数量的持续增长，这是一个融入跨文化学习（ICL）以进一步推进学生药剂师培训的机会。普渡大学的学生药剂师参加了在英国伦敦开展的一项以临床研究为重点的APPE。为了准备这次APPE，学生们完成了一门一学分的课程，该课程专注于跨文化学习和旅行准备。本报告的目的是描述该课程及国际APPE期间跨文化学习的实施与评估情况。该课程包括互动式跨文化学习活动、反思作业和个性化评估。在为期八周的APPE期间，学生药剂师制定了个性化的跨文化发展计划，其中包括跨文化学习活动、重点反思和进度检查。在课程开始时以及APPE结束至少四周后，使用跨文化发展量表（IDI）对跨文化学习进行评估。还审查了学生对APPE的反馈，以寻找跨文化学习的证据。2018年至2020年，27名学生完成了该课程及APPE。课程开始前，IDI发展取向（DO）的平均分为91.7，表明学生处于最小化阶段。平均感知取向为120.9，表明学生处于接受阶段。有18名学生完成了APPE后的IDI评估：12名学生的DO有增长（范围：1.5 - 23.72），6名学生的DO有所下降。跨文化学习可以作为国际APPE的一部分来实施和评估。
