A Scoping Review of Active-Learning Strategies for Teaching Social Determinants of Health in Pharmacy

Abstract

The objective of this scoping review is to review current conceptualizations and measurements of active learning education in pharmacy school as it pertains to social determinants of health (SDOH) and to determine the gaps and limitations in available literature. A secondary objective was to assess simulation-based educational methods related to SDOH in pharmacy. Findings. Sixteen articles were eligible for inclusion. Many simulation-based and non-simulation-based teaching strategies are described. The majority of articles included active learning activities related to social/community context and health/health care, the other 3 SDOH domains: education, economic stability, and neighborhood/built community, were not equally addressed. Schools and colleges of pharmacy appear to not be integrating all five components of SDOH into active learning curricula. The sparsity of literature and lack of diversity in published types of simulated experiences and assessments leaves room for innovation in this area. Summary. More research is needed in order to fully characterize conceptualizations of SDOH in pharmacy education in order to ensure students are provided with a full understanding of the SDOH factors that affect patient outcomes.

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

“…This work highlights the need for global health educators to develop and validate innovative strategies in assessment, particularly in the area of didactic global health education. Similar to these findings, Kiles et al [ 127 ] further highlighted that there were gaps in the literature regarding global health education. While their review focused on teaching strategies rather than assessing educational outcomes, it also recognized the need for further research on teaching strategies and assessments that may be used to assess the complex skills needed in the global health setting including understanding organizational factors, global healthcare system, and SDOH.…”

“…Health professional education acknowledges the deficits in the current system [ 131 ]. Current assessment tools provide limited focus on the evaluation of the essential knowledge and skills needed by students to address the complex factors that affect the health of populations including the social determinants of health [ 127 ]. Moreover, because heath care professionals are confined by organizational, institutional, and governmental policies and regulations, an assessment of their cultural competency alone does not address the whole picture.…”

Conceptualizing Social Ecological Model in Pharmacy to Address Racism as a Social Determinant of Health

“…A review of literature in medical, pharmacy, and other health professional programs demonstrated teaching and learning methods used to incorporate and assess SDOH, and educational strategies for increasing cultural competency and reducing health disparities. 3,5,6 Similarly, pharmacy faculty should develop courses with contents and learning outcomes that revolve around historical racial trauma and impacts of racism (structural, institutional, internalized, and individual) on health. 7 Formative assessments including small group discussions, reflections, research concept papers, concept maps, and the requirement that at least one introductory or advanced pharmacy practice experience be completed in an underserved racial/ethnic minority community are strongly recommended.…”

“…7 Formative assessments including small group discussions, reflections, research concept papers, concept maps, and the requirement that at least one introductory or advanced pharmacy practice experience be completed in an underserved racial/ethnic minority community are strongly recommended. 3,5,6 One review article noted the use of students' clinical rotations as immersion experiences to acquire cultural knowledge and facilitate the application of culturally competent care. 6 Faculty should develop corresponding assessment measures and longitudinal assessment plans for such curricular outcomes.…”

“…Diaz-Cruz and colleagues 2 urged pharmacy programs to continue to explore novel instructional methodologies that prepare graduates to provide access to quality health care and advocate for public health interventions that decrease health care disparities at interpersonal, community, organizational, and policy levels. Kiles and colleagues 3 encouraged pharmacy schools to integrate all domains of SDOH throughout pharmacy curricula using the "socioecological approach"; they did not provide a framework for their proposal. To address these identified gaps in the literature, the purpose of this Commentary is to propose a conceptual framework for integration of SDOH among racial and ethnic minorities in the pharmacy curricula using the social ecological model.…”