University of Georgia College of Pharmacy, Athens, GA, USA.
University of Georgia College of Pharmacy, Athens, GA, USA.
Am J Pharm Educ. 2024 Sep;88(9):100746. doi: 10.1016/j.ajpe.2024.100746. Epub 2024 Jun 27.
This study used a self-authorship framework to explore if diversity, equity, and inclusion (DEI) and social determinants of health (SDoH)-focused laboratories and learning activities increase student confidence in understanding aspects of implicit bias and SDoH, and how these activities impact student comfort in discussing and confidence in initiating conversations on DEI/SDoH topics with colleagues, faculty, supervisors, and patients.
First-year PharmD students engaged in 3 learning activities across 2 courses. Students were challenged to evaluate their biases and incorporate DEI/SDoH into their professional identity formation. This study used a mixed-methods, embedded approach to analyze assessment data collected via a questionnaire and assignments administered at 3 points during the fall semester. Quantitative analysis used a quasi-experimental, between-participants, pretest-posttest design. The qualitative component used open-ended questions to gain additional insight into participant experiences, gathered detail on perceptions, and provided context.
A 1-way analysis of variance showed statistically significant increases between assessment points for all items related to confidence in understanding implicit bias and SDoH. Comfort in discussing DEI/SDoH topics with supervisors/faculty and patients increased over time. Comfort in discussing DEI/SDoH topics with colleagues did not increase. Three salient themes emerged from qualitative analyses: bias and privilege awareness, education, and professionalism.
This study found that students started evaluating their own knowledge, beliefs, and claims in social and professional settings as defined by the self-authorship framework. Student comfort and confidence in discussing DEI/SDoH topics increased over time. Findings support that engaging students in multimodal programming may support incorporation of DEI/SDoH into professional identity formation.
本研究采用自我创作框架，探讨多元化、公平性和包容性（DEI）以及社会决定因素健康（SDoH）为重点的实验室和学习活动是否能提高学生对隐性偏见和 SDoH 方面的理解，并探讨这些活动如何影响学生与同事、教师、主管和患者讨论 DEI/SDoH 话题的舒适度和信心。
药学专业一年级学生在两门课程中完成了 3 项学习活动。学生被要求评估自己的偏见，并将 DEI/SDoH 融入到他们的专业身份形成中。本研究采用混合方法、嵌入式方法，通过在秋季学期的 3 个时间点进行问卷调查和作业收集评估数据。定量分析采用准实验、组间、前测后测设计。定性部分采用开放式问题，以深入了解参与者的经验，获取对感知的详细信息，并提供背景。
方差分析显示，与理解隐性偏见和 SDoH 相关的所有项目的评估点之间均存在统计学上显著的增加。与主管/教师和患者讨论 DEI/SDoH 话题的舒适度随时间增加。与同事讨论 DEI/SDoH 话题的舒适度没有增加。从定性分析中出现了 3 个显著主题：偏见和特权意识、教育和专业性。
本研究发现，学生开始根据自我创作框架评估自己在社会和专业环境中的知识、信念和主张。学生讨论 DEI/SDoH 话题的舒适度和信心随时间增加。研究结果支持通过参与多模式编程来支持将 DEI/SDoH 融入专业身份形成。
