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

Abstract

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.

Intercultural competence outcomes of a STEM living–learning community

“…More recently, research has also challenged the notion that a long-duration program of a semester or year is a necessity for intercultural competency development. Study abroad programs as short as 2 weeks have been found to yield measurable growth in intercultural effectiveness (Nguyen, 2017), intercultural competence (Yngve, 2018), and/or global awareness (Schellhase et al, 2021;Whatley, 2019). A recent review of research about effective intercultural development (in study abroad contexts), suggests strongly that, rather than duration or other programmatic structures, guided reflection is the key to students' development; without such support, instrumentalism, colonialism and cultural backlash are just as likely to occur as more positive outcomes (Johnstone et al, 2020).…”

“…At Minimization, individuals expect to find similarities and even universal values across cultures, and are eager to find common ground (Bennett, 2004a). However, failure to find common ground may lead to a regression into Polarization (Acheson & Schneider-Bean, 2019;Schellhase et al, 2021).…”

Pharmacy Education Development

“…Global health [11] and cultural competencies [12] are discussed in two papers from Schellhase and colleagues the US. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences.…”