Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

Abstract

Objective. To determine, by survey, the inclusion of systemic racism (SR) education in US Doctor of Pharmacy curricula and identify barriers and facilitators to addressing this content.

Methods. A survey was developed and distributed to curricular representatives at US colleges and schools of pharmacy (COP/SOPs). The survey assessed inclusion of SR education in curricula, faculty involvement in teaching SR content, barriers to adding SR content in curricula, and future curricular plans. Data were analyzed using descriptive statistics for institutional background information, curricular content, and barriers to inclusion. Chi-square test examined relationships between SR inclusion at public versus private programs. Fisher's exact test assessed associations between traditional and accelerated programs.

Results. Fifty-eight COP/SOPs provided usable responses. Of the respondents, 84% indicated teaching of SR and its impact on health and healthcare as a low priority. For 24% of respondents, SR was not currently included in their curriculum, while 34% indicated that SR was included in one or more courses or modules but was not a focus. Despite SR 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.

Conclusion. Based on the current level of SR education and barriers to inclusion, faculty need training and resources to teach SR concepts within pharmacy curricula. The inclusion of SR concepts and guidance in APE standards could help to drive meaningful change and promote health equity.