An Introduction to Cultural Sensitivity and Global Pharmacy Engagement

Alsharif, Naser Z.; Brennan, Lisa; Abrons, Jeanine P.; Chahine, Elias B.

doi:10.5688/ajpe7221

Cited by 25 publications

(21 citation statements)

References 52 publications

(63 reference statements)

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“…Competence, intelligence, and sensitivity are a few of these terms. In many cases there is ambiguity within the literature around these definitions that can lead to confusion about learning outcomes related to cultural growth [ 27 , 28 ]. The GHELP model contains elements of different cultural competence models, yet the progression from awareness to sensitivity is unique.…”

Section: Discussionmentioning

confidence: 99%

Development of a Global Health Learning Progression (GHELP) Model

et al. 2020

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There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes.

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Section: Discussionmentioning

confidence: 99%

Development of a Global Health Learning Progression (GHELP) Model

et al. 2020

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“…They also provide a focused opportunity for increasing cultural awareness or cultural intelligence through intercultural learning. Due to the focus on developing global health competencies, which include cultural awareness, there is a high number of pharmacy programs (~79%) that offer some type of introductory and/or advanced pharmacy practice experience in global health and/or offer medical mission trips (~65%) [ 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

Integration of Intercultural Learning into an International Advanced Pharmacy Practice Experience in London, England

et al. 2021

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As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan®, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory® (IDI®) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5–23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE.

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“…The ACPE grants certification or continuance to a professional pharmacy program in a country outside the United States that "demonstrates compliance with most or all quality criteria and meets all ACPE's requirements for such recognition." 9 Historically, for reasons that will be discussed later, the Arab world has been misunderstood and misrepresented by the West, including the United States, resulting in the formation of many stereotypes and misconceptions. Thus, given the increased demand in the Arab world for health sciences education including pharmacy education, health care professionals from the United States who wish to collaborate with educators in that part of the world must be aware and sensitive to cultural, religious, historical, and political issues that may negatively impact their engagement.…”

Section: Introductionmentioning

confidence: 99%

Cultural Sensitivity and Global Pharmacy Engagement in the Arab World

Alsharif

Khanfar

Brennan

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To create a resource on cultural sensitivity for schools and colleges of pharmacy that are currently engaged or considering future outreach opportunities in the Arab world. Methods. A literature review (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) of databases and Internet searches with specific keywords and terms were conducted. Authors who had experience in travelling to and hosting students and professionals from the Arab world and authors with local work experience in the Arab world were solicited. Results. General information about the Arab world, including unique aspects of individual countries, is presented. Stereotypes and misconceptions regarding the region and the people are discussed. Specific information about the government and infrastructure of each country, including their health care system is provided, with emphasis given to pharmacy education and practice in the region. In addition, recommendations for culturally sensitive engagement for pharmacy and other health care practitioners are discussed. Finally, recommendations for culturally sensitive engagement when hosting students and/or faculty members from the Arab world are also addressed. Conclusion. Global engagement between schools and colleges of pharmacy in the United States and those in the Arab world is increasing. For an enriching and fruitful engagement, sensitivity toward the cultural and clinical needs of the people, and in particular, the professionals of that region is critical.

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An Introduction to Cultural Sensitivity and Global Pharmacy Engagement

Cited by 25 publications

References 52 publications

Development of a Global Health Learning Progression (GHELP) Model

Development of a Global Health Learning Progression (GHELP) Model

Integration of Intercultural Learning into an International Advanced Pharmacy Practice Experience in London, England

Cultural Sensitivity and Global Pharmacy Engagement in the Arab World

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