Prosperity Eneh1, David R Steeb2, Rebecca Cope3, Suzanna Gim3, Elise F Northrop4, Ann M Brearley4, Olihe Okoro5. 1. University of Minnesota, College of Pharmacy, 7-168 Weaver-Densford Hall, Minneapolis, MN 55455, United States. Electronic address: enehx003@umn.edu. 2. University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, NC, United States. 3. Arnold & Marie Schwartz College of Pharmacy & Health Sciences, Long Island University, NY, United States. 4. University of Minnesota, Division of Biostatistics, MN, United States. 5. University of Minnesota, College of Pharmacy, MN, United States.
Abstract
INTRODUCTION: This study sought to determine pharmacy students' self-assessment of their level of competency in specified global health statements across various schools. It also evaluated attributes associated with competency and perception of importance, as well as explored students' perspectives on how best to incorporate global health content into pharmacy education. METHODS: Cross-sectional survey administered online to pharmacy students from three pharmacy schools in the United States. RESULTS: The self-assessed competency of pharmacy students in global health topic areas was low. Current or prior exposures outside of the PharmD curriculum to the global health content presented in the survey were significant indicators of self-assessed competency scores. Within individual participating schools, demographic characteristics such as gender, age category, speaking a non-English language, and progression through the PharmD curriculum were also significantly associated with competency scores reported. Most respondents (96%) agreed that relevant global health education should be incorporated into the pharmacy curriculum. CONCLUSIONS: Pharmacy students generally perceive global health competencies to be of great importance in practice, but acknowledge their deficiencies in this area. The current burden of global health education at the schools surveyed relies on individual student experience rather than curricular support. Ensuring that future pharmacists understand their role in global health teams and are able to achieve the necessary level of competency to function in interdisciplinary initiatives will require more strategic incorporation of relevant content into the curriculum.
INTRODUCTION: This study sought to determine pharmacy students' self-assessment of their level of competency in specified global health statements across various schools. It also evaluated attributes associated with competency and perception of importance, as well as explored students' perspectives on how best to incorporate global health content into pharmacy education. METHODS: Cross-sectional survey administered online to pharmacy students from three pharmacy schools in the United States. RESULTS: The self-assessed competency of pharmacy students in global health topic areas was low. Current or prior exposures outside of the PharmD curriculum to the global health content presented in the survey were significant indicators of self-assessed competency scores. Within individual participating schools, demographic characteristics such as gender, age category, speaking a non-English language, and progression through the PharmD curriculum were also significantly associated with competency scores reported. Most respondents (96%) agreed that relevant global health education should be incorporated into the pharmacy curriculum. CONCLUSIONS: Pharmacy students generally perceive global health competencies to be of great importance in practice, but acknowledge their deficiencies in this area. The current burden of global health education at the schools surveyed relies on individual student experience rather than curricular support. Ensuring that future pharmacists understand their role in global health teams and are able to achieve the necessary level of competency to function in interdisciplinary initiatives will require more strategic incorporation of relevant content into the curriculum.
Authors: Dick R Gourley; Varun A Vaidya; Meghan A Hufstader; Max D Ray; Marie A Chisholm-Burns Journal: Am J Pharm Educ Date: 2013-04-12 Impact factor: 2.047
Authors: Naser Z Alsharif; Adnan Dakkuri; Jeanine P Abrons; Dennis Williams; David N Ombengi; HaiAn Zheng; Sara Al-Dahir; Toyin Tofade; Suzanna Gim; Mary Beth O'Connell; Anna Ratka; Emily Dornblaser Journal: Am J Pharm Educ Date: 2016-04-25 Impact factor: 2.047