Imbi Drame1, La'Marcus Wingate2, Jacqueise Unonu3, Malaika Turner4, Montrell D Taylor5, Andrea Bush6, Mariecus Jarvis7, Tatyana A Cawthorne8. 1. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: imbi.drame@howard.edu. 2. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: lamarcus.wingate@howard.edu. 3. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: jacqueise.unonu@howard.edu. 4. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: malaika.turner@howard.edu. 5. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: montrell.taylor@bison.howard.edu. 6. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: andrea.bush@bison.howard.edu. 7. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: mariecus.jarvis@bison.howard.edu. 8. Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States. Electronic address: tatyana.cawthorne@bison.howard.edu.
Abstract
INTRODUCTION: Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale. METHODS: A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study. RESULTS: Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02). CONCLUSIONS: Previous exposure to cultural competency training impacts cultural competence scores most significantly.
INTRODUCTION: Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale. METHODS: A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study. RESULTS: Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02). CONCLUSIONS: Previous exposure to cultural competency training impacts cultural competence scores most significantly.