To establish and maintain successful global pharmaceutical and health care partnerships, pharmacists, pharmacy educators, and students should first learn more about the political, cultural, economic and health care dynamics that affect all of the parties involved in these arrangements. This paper explores Latin America within the context of transnational pharmacy and health-based engagement, including pharmacy-related concepts, health care and cultural considerations, behavioral health perspectives, and common misconceptions. Expert knowledge and experience were used to support and corroborate the existing literature about cultural dynamics of health. Recommendations are provided for how schools and colleges of pharmacy can enhance engagement in culturally sensitive partnerships within Latin America. Health-based profiles of Argentina, Brazil, Ecuador, Guatemala, and Mexico are presented to serve as models for establishing, enhancing, and maintaining partnerships across Latin America.

Inbal Mazar is an Assistant Professor of Spanish language and culture at Drake University. Living in six countries sparked an appreciation for cultures worldwide. She strives to share this enthusiasm by promoting culture in and out of the classroom and building connections between students with local, national and international communities. She earned a PhD in Comparative Studies (Florida Atlantic University 2015) with a focus on Gender Studies and Sociology and a master’s degree in Spanish (Florida Atlantic University 2008). Her research centers on migration and health from a transnational perspective. She has conducted comparative transnational fieldwork in San Miguel Acatán, a highland hamlet in Huehuetenango, Guatemala and in Palm Beach County, Florida to better understand how migration influences Guatemalan Maya maternal care.

The increase of service-learning (S-L) integration in academia warranted the development of faculty resources to facilitate course design that incorporate S-L experiences in an integrated, reciprocal, contextualized, and reflective manner. To respond to this need, Kieran and Haack (2018) created the PRELOAD rubric, a tool to evaluate service-learning course syllabi. In order to assess this rubric as an evidence-based service-learning tool, the current research measured the interrater reliability of PRELOAD. Four S-L experts, who served as raters, applied PRELOAD to a standardized set of 25 syllabi. The results of the study provide guidance for the use of the PRELOAD rubric in practice.