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Research ArticleRESEARCH ARTICLE

Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

Kris Denzel Tupas, Hope E. Campbell, Troy Lynn Lewis, Katie F. Leslie, Edo-abasi U. McGee, Michelle L. Blakely and Marina Kawaguchi-Suzuki
American Journal of Pharmaceutical Education April 2022, 9028; DOI: https://doi.org/10.5688/ajpe9028
Kris Denzel Tupas
aRoosevelt University, College of Science, Health and Pharmacy, Schaumburg, Illinois
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Hope E. Campbell
bBelmont University, College of Pharmacy, Nashville, Tennessee
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Troy Lynn Lewis
cWilkes University, Nesbitt School of Pharmacy, Wilkes-Barre, Pennsylvania
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Katie F. Leslie
dSullivan University, College of Pharmacy and Health Sciences, Louisville, Kentucky
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Edo-abasi U. McGee
ePhiladelphia College of Osteopathic Medicine (PCOM), School of Pharmacy, Suwanee, Georgia
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Michelle L. Blakely
fUniversity of Wyoming, School of Pharmacy, Laramie, Wyoming
gEditorial Board Member, , Arlington, Virginia
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Marina Kawaguchi-Suzuki
gEditorial Board Member, , Arlington, Virginia
hPacific University, School of Pharmacy, Hillsboro, Oregon
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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.

Keywords
  • systemic racism
  • curricular integration
  • pharmacy education
  • social determinants of health
  • health equity
  • Received January 13, 2022.
  • Accepted April 19, 2022.
  • © 2022 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 86, Issue 10
1 Dec 2022
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Baseline Assessment of Systemic Racism Education in Pharmacy Curricula
Kris Denzel Tupas, Hope E. Campbell, Troy Lynn Lewis, Katie F. Leslie, Edo-abasi U. McGee, Michelle L. Blakely, Marina Kawaguchi-Suzuki
American Journal of Pharmaceutical Education Apr 2022, 9028; DOI: 10.5688/ajpe9028

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Baseline Assessment of Systemic Racism Education in Pharmacy Curricula
Kris Denzel Tupas, Hope E. Campbell, Troy Lynn Lewis, Katie F. Leslie, Edo-abasi U. McGee, Michelle L. Blakely, Marina Kawaguchi-Suzuki
American Journal of Pharmaceutical Education Apr 2022, 9028; DOI: 10.5688/ajpe9028
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Keywords

  • systemic racism
  • curricular integration
  • pharmacy education
  • social determinants of health
  • health equity

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