UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
Robert and Patricia Kern Institute for the Transformation of Medical Education and the Department of Clinical Sciences in the School of Pharmacy, Medical College of Wisconsin, Milwaukee, WI, USA.
Am J Pharm Educ. 2023 May;87(5):100031. doi: 10.1016/j.ajpe.2022.10.007. Epub 2023 Mar 15.
To review evidence-based pedagogical tools and strategies used to support the development of cultural intelligence in pharmacy education.
An exhaustive list of search terms was included to capture the variety of terms for "cultural intelligence" (eg, cultural competence). The search was not limited to any publication year range. Search engines included PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. A total of 639 articles were identified after removing duplicates. Eighty-two articles were included for full review after screening. Year of publication ranged from 2004 - 2021. Two articles (2.4%) described tools for educator development, whereas the rest (n = 80, 97.6%) focused on student development. Examples of tools reported included lectures and workshops. Twenty-seven articles (32.9%) described pedagogical tools for fostering cultural intelligence concurrently with interprofessional development; the remaining articles (n = 55, 67.0%) focused only on pharmacy. Thirty-two articles (39.0%) used quantitative analysis methods, and 13 articles (15.9%) used qualitative analysis methods. Sixty-four articles (78.0%) included outcomes of perceptions, 6 (7.3%) included outcomes of participation, and 33 (40.2%) included outcomes of performance. Although not every study addressed all 4 cultural intelligence framework domains (awareness, knowledge, practice, and desire), each domain was apparent within the included articles.
Various pedagogical tools have been used to develop cultural intelligence in pharmacy students with some tools used more than others. Findings suggest that integrating various pedagogical methods throughout the curriculum aligns more closely with the dynamic nature of learning and continuous self-refinement required to develop cultural intelligence.
综述支持药学教育中文化智力发展的循证教学工具和策略。
纳入了详尽的检索词列表，以涵盖“文化智力”（如文化能力）的各种术语。检索未限制在任何特定的出版年限范围内。检索引擎包括 PubMed、Embase、CINAHL、Scopus、ProQuest Dissertations and Theses、ERIC 和 PsycInfo。在去除重复项后，共确定了 639 篇文章。经过筛选，共有 82 篇文章被纳入全文审查。出版年份范围为 2004 年至 2021 年。有 2 篇文章（2.4%）描述了教育工作者发展工具，而其余 80 篇文章（97.6%）则侧重于学生发展。报告的工具示例包括讲座和研讨会。27 篇文章（32.9%）描述了同时促进文化智力和跨专业发展的教学工具；其余文章（n=55，67.0%）仅关注药学。32 篇文章（39.0%）使用定量分析方法，13 篇文章（15.9%）使用定性分析方法。64 篇文章（78.0%）包含了对认知的结果，6 篇文章（7.3%）包含了对参与的结果，33 篇文章（40.2%）包含了对表现的结果。虽然并非每一项研究都涉及文化智力框架的所有 4 个领域（意识、知识、实践和愿望），但所有纳入的文章都包含了这些领域。
各种教学工具已被用于培养药学学生的文化智力，其中一些工具比其他工具使用更频繁。研究结果表明，在整个课程中整合各种教学方法更符合学习的动态性质和不断自我完善的要求，以培养文化智力。
