University of Minnesota, College of Pharmacy, Duluth, Minnesota
St. John's University, College of Pharmacy and Health Sciences, Queens, New York.
Am J Pharm Educ. 2021 Oct;85(9):8583. doi: 10.5688/ajpe8583. Epub 2021 Jul 22.
Health disparities continue to exist in the United States, with the most significant differences in care occurring between racial groups. Racial health disparities are largely a result of the strong association between race and structural inequities, (differentials in the distribution of power, resources, opportunities). The use of case-based learning is common practice in pharmacy education, and the race of the patient who is the subject of the case is often included out of convention. In some cases, race is included to inform treatment based on guidelines developed from epidemiological and clinical studies that link race to disease by conferring biological significance to race categories. This continuing use of race and ethnicity to guide treatment contributes to racial health disparities and may further perpetuate existing provider implicit bias. This paper discusses the pedagogical approach of using patient cases and the convention, propriety, and implications of including race in patient cases, and guides pharmacy educators in how to use information on race.
健康差异在美国仍然存在，在护理方面，不同种族之间的差异最为显著。种族健康差异主要是由于种族与结构性不平等之间的密切关系造成的，（权力、资源、机会分配上的差异）。案例学习法在药学教育中很常见，案例中的患者的种族通常是根据惯例包含在内的。在某些情况下，包含种族是为了根据从流行病学和临床研究中制定的指南提供治疗，这些指南通过赋予种族类别生物学意义，将种族与疾病联系起来。这种继续使用种族和族裔来指导治疗的做法导致了种族健康差异，并可能进一步加剧现有的提供者内隐偏见。本文讨论了使用患者病例的教学方法，以及在患者病例中包含种族的惯例、适当性和影响，并指导药学教育者如何使用有关种族的信息。
