The Ohio State University, College of Pharmacy, Columbus, Ohio
University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin.
Am J Pharm Educ. 2021 Aug;85(7):8459. doi: 10.5688/ajpe8459. Epub 2021 May 19.
Instructors of pharmacy skills-based laboratory courses are positioned to prepare students to be practice-ready practitioners through use of hands-on instructional activities essential for pharmacists. This commentary explores an approach to developing cultural sensitivity in pharmacy students, a skill which is reflected in Accreditation Council for Pharmacy Education (ACPE) Standard 3.5 and viewed by the authors as a critical skill for all healthcare practitioners. This commentary challenges the Academy to develop best practices for promoting cultural sensitivity in student-learners with the goal of producing students aware of how their own experiences may influence health inequities. The authors propose, using the model of self-efficacy theory as a framework, that skills-based pharmacy education is an ideal platform for cultural sensitivity skill development and engagement because of its ability to go beyond knowledge attainment and influence student abilities, behaviors, and attitudes. The authors' recommendations include that members of the Academy self-assess personal and institutional cultural sensitivity, ensure integration of cultural sensitivity in curriculum, use self-efficacy theory as a guide to integrate best practices for providing culturally sensitive care in laboratory activities, and develop best practices.
药学技能实验室课程的教师可以通过使用对药剂师至关重要的实践教学活动，使学生为实际工作做好准备。本评论探讨了在药学学生中培养文化敏感性的方法，这是药学教育认证委员会（ACPE）标准 3.5 中反映的一项技能，也是作者认为所有医疗保健从业者的关键技能。本评论呼吁学院制定促进学生文化敏感性的最佳实践，目标是培养学生意识到自己的经验如何可能影响健康不平等。作者提出，使用自我效能理论模型作为框架，技能型药学教育是培养文化敏感性技能和参与的理想平台，因为它能够超越知识的获得并影响学生的能力、行为和态度。作者的建议包括学院成员自我评估个人和机构的文化敏感性，确保在课程中融入文化敏感性，使用自我效能理论作为指导，将提供文化敏感性护理的最佳实践整合到实验室活动中，并制定最佳实践。
