Assessment of a multi-institution integration of cultural competency activities

Butler, Lakesha; Chen, Aleda M.H.; Borja‐Hart, Nancy; Arif, Sally A.; Armbruster, Anastasia L.; Petry, Natasha; Riley, Angela C.

doi:10.1016/j.cptl.2020.01.007

Cited by 9 publications

(15 citation statements)

References 21 publications

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“…19 Some tools used published a validation study which included pharmacy students.19 While other tools had been used in research with pharmacy students evidencing their applicability. 18,[20][21][22][23][24][25][26][27][28][29][30] Additionally, some tools had been validated or used with health care professionals or health care professional students. 15,19,27,[31][32][33][34][35][36][37] Only one tool was identified that assessed cultural competence in the curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…The field would benefit from the development of additional tools that measure observed performance. Validation study with pharmacy students 13 Research studies with pharmacy students [20][21][22][23] Healthcare Provider Cultural Competence Instrument (HPCCI)…”

Section: Discussionmentioning

confidence: 99%

“…Next, most publications identified in the review assessed participants at one timepoint and a few publications assessed students at pre/post (CCCQ, CCHPA, EMC/RSEE, IAPCC, SEE). 13,18,20,[24][25][26]32,34,36 None of the studies of these tools had been used longitudinally beyond pre/post to assess growth. Although measures may be effective at measuring CC at one point in time, evidence of being sensitive enough to detect change or growth in CC requires additional study.…”

Section: Future Directions For Assessing CCmentioning

confidence: 99%

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A Systematic Review of Assessment Tools Measuring Cultural Competence Outcomes Relevant to Pharmacy Education

Medina

Maerten-Rivera

Zhao

et al. 2022

American Journal of Pharmaceutical Education

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Objective. To identify and describe validated assessment tools measuring cultural competence relevant to pharmacy education. Methods. A systematic approach was used to identify quantitative cultural competence assessment tools relevant to pharmacy education. A systematic search of the literature was conducted using the OVID and EBSCO databases and a manual search of journals deemed likely to include tools relevant to pharmacy education. To be eligible for the review, the tools had to be developed using a study sample from the US, have at least one peer-reviewed validated publication, be applicable to the pharmacy profession, and be published since 2010. Results. The search identified a total of 27 tools from the systematic literature and manual search. A total of 12 assessment tools met the criteria to be included in the summary and their relevancy to pharmacy education is discussed. Conclusion.A review of literature demonstrates that assessment tools vary widely and there is no universal tool to assess cultural competence in pharmacy education. As cultural competence is a priority within the accreditation standards for Doctor of Pharmacy education, pharmacy programs are encouraged to develop additional tools that measure observed performance.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Future Directions For Assessing CCmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Assessment Tools Measuring Cultural Competence Outcomes Relevant to Pharmacy Education

Medina

Maerten-Rivera

Zhao

et al. 2022

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…With the SAPLCC version two study, mean scores were usually higher in the fourth year with third- and fourth-year scores being similar [ 19 ]. Other studies using different tools, also find student pharmacists continue to learn but have not received the maximum points on their assessment scales [ 22 , 23 , 24 , 25 ].…”

Section: Discussionmentioning

confidence: 99%

“…Our study, like some others [ 21 , 22 ], were single-center studies designed to analyze a college-specific course or program. Some studies used multiple universities however they combined students with different cultural and SDOH curricula into single categories [ 19 , 24 ]. Both study types have value.…”

Section: Discussionmentioning

confidence: 99%

Self-Assessment of Cultural Competence and Social Determinants of Health within a First-Year Required Pharmacy Course

Kucherepa

O’Connell

2021

Pharmacy

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As social determinants of health (SDOH) and health disparities are integrated with cultural competence in healthcare education, tools assessing multiple topics are needed. The Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) survey is validated in student pharmacists and includes SDOH. The research objective was to determine if the SAPLCC survey can quantify cultural competence and SDOH course learning. First-year student pharmacists (N = 87) completed the SAPLCC survey anonymously before and after a social and administrative sciences course. The survey had 75 items with 1–4 Likert scales (4 high, total 300 points). All items were summed for the total score. Each item was assigned to a domain and factor. Factors were assigned to domains. The baseline total score was 190 ± 29 points, increasing by 63 ± 33 points post-course. All domains (i.e., knowledge, skills, attitudes, encounters, abilities, awareness), 13 of 14 factors, and total scores statistically increased. The SAPLCC tool captured student pharmacists’ self-reported changes in cultural competence and SDOH.

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Exploring cultural sensitivity during distance simulations in pediatric emergency medicine

Fayyaz,

Jaeger,

Takundwa

et al. 2023

AEM Education and Training

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BackgroundCultural sensitivity (CS) training is vital to pediatric emergency medicine (PEM) curricula. This study aimed to explore CS in Yale PEM fellows and emergency medicine (EM) residents at Indus Hospital and Health Network (IHHN) in Pakistan through distance simulation activities.MethodsThis mixed‐methods analysis of an educational intervention was conducted at Yale University in collaboration with IHHN. We approached seven U.S. PEM fellows and 22 Pakistani EM residents. We performed a baseline CS assessment using the Clinical Cultural Competency Questionnaire (CCCQ). Afterward, the U.S. PEM fellows facilitated the Pakistani EM residents through six distance simulation sessions. Qualitative data were collected through online focus groups. The CCCQ was analyzed using descriptive statistics, and content analysis was used to analyze the data from the focus groups.ResultsSeven U.S. PEM fellows and 18 of 22 Pakistani EM residents responded to the CCCQ at the beginning of the module. The mean (±SD) CCCQ domain scores for the U.S. PEM fellows versus the Pakistani EM residents were 2.56 (±0.37) versus 2.87 (±0.72) for knowledge, 3.02 (±0.41) versus 3.33 (±0.71) for skill, 2.86 (±0.32) versus 3.17 (±0.73) for encounter/situation, and 3.80 (±0.30) versus 3.47 (±0.47) for attitude (each out of 5 points). Our qualitative data analysis showed that intercultural interactions were valuable. There is a common language of medicine among the U.S. PEM fellows and Pakistani EM residents. The data also highlighted a power distance between the facilitators and learners, as the United States was seen as the standard of “how to practice PEM.” The challenges identified were time differences, cultural practices such as prayer times, the internet, and technology. The use of local language during debriefing was perceived to enhance engagement.ConclusionThe distance simulation involving U.S. PEM fellows and Pakistani EM residents was an effective approach in assessing various aspects of intercultural education, such as language barriers, technical challenges, and religious considerations.

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Assessment of a multi-institution integration of cultural competency activities

Cited by 9 publications

References 21 publications

A Systematic Review of Assessment Tools Measuring Cultural Competence Outcomes Relevant to Pharmacy Education

A Systematic Review of Assessment Tools Measuring Cultural Competence Outcomes Relevant to Pharmacy Education

Self-Assessment of Cultural Competence and Social Determinants of Health within a First-Year Required Pharmacy Course

Exploring cultural sensitivity during distance simulations in pediatric emergency medicine

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