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Research ArticleRESEARCH

Curricular Inclusion of Health Disparities/Cultural Competence and Health Literacy in U.S. and Canadian Pharmacy Programs

Aleda M. H. Chen, Anastasia L. Armbruster, Beth Buckley, Jennifer A. Campbell, Devra Khanh Dang, Radhika Devraj, Imbi Drame, Akesha Edwards, Sally L. Haack, Qing Ma, Natasha Petry, Lourdes G. Planas, Cheryl A. Sadowski, Jennifer Santee, Latasha Wade and Nancy Borja-Hart
American Journal of Pharmaceutical Education October 2020, ajpe8200; DOI: https://doi.org/10.5688/ajpe8200
Aleda M. H. Chen
aCedarville University, School of Pharmacy, Cedarville, Ohio
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Anastasia L. Armbruster
bSt. Louis College of Pharmacy, St. Louis, Missouri
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Beth Buckley
cConcordia University, Wisconsin School of Pharmacy, Mequon, Wisconsin
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Jennifer A. Campbell
dManchester University, College of Pharmacy and Health Sciences, Fort Wayne, Indiana
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Devra Khanh Dang
eUniversity of Connecticut, School of Pharmacy, Storrs, Connecticut
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Radhika Devraj
fSouthern Illinois University Edwardsville, School of Pharmacy, Edwardsville, Illinois
gEditorial Board Member, , Arlington, Virginia
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Imbi Drame
hHoward University, College of Pharmacy, Washington, DC
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Akesha Edwards
iUniversity of Findlay, Findlay, Ohio
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Sally L. Haack
jDrake University, College of Pharmacy and Health Sciences, Des Moines, Iowa
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Qing Ma
kUniversity at Buffalo, Buffalo, New York
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Natasha Petry
lNorth Dakota State University, School of Pharmacy, Fargo, North Dakota
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Lourdes G. Planas
mUniversity of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma
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Cheryl A. Sadowski
nUniversity of Alberta, Faculty of Pharmacy & Pharmaceutical Sciences, Edmonton, Alberta, Canada
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Jennifer Santee
oUniversity of Missouri – Kansas City, School of Pharmacy, Kansas City, Missouri
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Latasha Wade
pUniversity of Maryland Eastern Shore, School of Pharmacy, Princess Anne, Maryland
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Nancy Borja-Hart
qThe University of Tennessee Health Science Center, College of Pharmacy, Nashville, Tennessee
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Abstract

Objective. To determine how U.S. and Canadian pharmacy schools include content related to health disparities and cultural competence (HDCC) and health literacy (HL) in curriculum and assessment practices.

Methods. A cross-sectional survey was distributed to 143 accredited and candidate status pharmacy programs in the U.S. and 10 in Canada in three phases using Qualtrics. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results.

Results. No significant differences were found among the responding institutions, 72 (50%) in the U.S. and 8 (80%) in Canada, after stratification by institutional characteristics. A core group of faculty typically taught HDCC/HL. HDCC was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While HL was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of HL was more varied in the U.S., including in a single course (20.0%), multiple courses in one year (17.1%), or multiple courses in multiple years (48.6%). HDCC/HL was mostly taught at the introduction or reinforcement level. Active learning approaches were mostly utilized in the U.S., whereas in Canada active learning was more frequently utilized in teaching HL (62.5%) than HDCC (37.5%). Few institutions reported providing professional preceptor development.

Conclusion. U.S. and Canada pharmacy schools have wide inclusion of HDCC/HL content; however, less is required and implemented within experiential programs and co-curricula. Opportunities remain to expand and apply information on HDCC/HL content, particularly outside the didactic curriculum, as well as identify barriers for integration.

Keywords
  • health disparities
  • cultural competence
  • health literacy
  • curricular integration
  • Received May 29, 2020.
  • Accepted September 28, 2020.
  • © 2020 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
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Curricular Inclusion of Health Disparities/Cultural Competence and Health Literacy in U.S. and Canadian Pharmacy Programs
Aleda M. H. Chen, Anastasia L. Armbruster, Beth Buckley, Jennifer A. Campbell, Devra Khanh Dang, Radhika Devraj, Imbi Drame, Akesha Edwards, Sally L. Haack, Qing Ma, Natasha Petry, Lourdes G. Planas, Cheryl A. Sadowski, Jennifer Santee, Latasha Wade, Nancy Borja-Hart
American Journal of Pharmaceutical Education Oct 2020, ajpe8200; DOI: 10.5688/ajpe8200

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Curricular Inclusion of Health Disparities/Cultural Competence and Health Literacy in U.S. and Canadian Pharmacy Programs
Aleda M. H. Chen, Anastasia L. Armbruster, Beth Buckley, Jennifer A. Campbell, Devra Khanh Dang, Radhika Devraj, Imbi Drame, Akesha Edwards, Sally L. Haack, Qing Ma, Natasha Petry, Lourdes G. Planas, Cheryl A. Sadowski, Jennifer Santee, Latasha Wade, Nancy Borja-Hart
American Journal of Pharmaceutical Education Oct 2020, ajpe8200; DOI: 10.5688/ajpe8200
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Keywords

  • health disparities
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  • health literacy
  • curricular integration

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