Roosevelt University, College of Science, Health and Pharmacy, Schaumburg, Illinois.
Belmont University, College of Pharmacy, Nashville, Tennessee
Am J Pharm Educ. 2023 Apr;87(3):ajpe9028. doi: 10.5688/ajpe9028. Epub 2022 Apr 25.
To determine, by survey, the inclusion of systemic racism education in US Doctor of Pharmacy (PharmD) curricula and identify barriers and facilitators to addressing this content. A survey was developed and distributed to curricular representatives at US colleges and schools of pharmacy. The survey assessed inclusion of systemic racism education in curricula, faculty involvement in teaching systemic racism content, barriers to adding systemic racism content in curricula, and future curricular plans. Data were analyzed using descriptive statistics for institutional background information, curricular content, and barriers to inclusion. Relationships between the inclusion of systemic racism content at public versus private programs were examined, and associations between traditional and accelerated programs were assessed. Fifty-eight colleges and schools of pharmacy provided usable responses. Of the respondents, 84% indicated that teaching systemic racism content and its impact on health and health care was a low priority. For 24% of respondents, systemic racism content was not currently included in their curriculum, while 34% indicated that systemic racism content was included in one or more courses or modules but was not a focus. Despite systemic racism content being offered in any didactic year, it was rarely included in experiential curricula. Top barriers to inclusion were lack of faculty knowledge and comfort with content and limited curricular space. No significant differences were found between program types. Based on the current level of systemic racism education and barriers to inclusion, faculty need training and resources to teach systemic racism concepts within pharmacy curricula. The inclusion of systemic racism concepts and guidance in the Accreditation Council for Pharmacy Education's Accreditation Standards could help to drive meaningful change and promote health equity.
为了通过调查确定美国药学博士（PharmD）课程中是否包含系统性种族主义教育，并确定解决这一内容的障碍和促进因素。我们开发并向美国药学院校的课程代表分发了一份调查。该调查评估了课程中系统性种族主义教育的纳入情况、教师在教授系统性种族主义内容方面的参与情况、在课程中增加系统性种族主义内容的障碍，以及未来的课程计划。使用描述性统计方法对机构背景信息、课程内容和纳入障碍进行数据分析。还检查了公共项目与私人项目中纳入系统性种族主义内容的关系，并评估了传统项目和加速项目之间的关联。58 所药学院校提供了可用的回复。在回答者中，84%表示教授系统性种族主义内容及其对健康和医疗保健的影响是低优先级。对于 24%的受访者，系统性种族主义内容目前不在他们的课程中，而 34%的受访者表示系统性种族主义内容包含在一门或多门课程或模块中，但不是重点。尽管在任何教学年度都提供系统性种族主义内容，但很少将其纳入实践课程。纳入的主要障碍是缺乏教师对内容的了解和舒适度以及有限的课程空间。在课程类型之间没有发现显著差异。基于当前系统性种族主义教育水平和纳入障碍，教师需要培训和资源来在药学课程中教授系统性种族主义概念。在药学教育认证委员会的认证标准中纳入系统性种族主义概念和指导方针，可以帮助推动有意义的变革并促进健康公平。
