Margarita Echeverri1, Elizabeth Unni2, Spencer E Harpe3, Jan Kavookjian4, Fadi Alkhateeb5, Gladys Ekong6, Anandi Law7. 1. Division of Clinical and Administrative Sciences, Xavier University of Louisiana, 1 Drexel Drive, New Orleans, LA 70125, United States. Electronic address: mechever@xula.edu. 2. Department of Social, Behavioral, and Administrative Sciences, Touro College of Pharmacy, 230 West 125(th) Street, New York, NY 10027, United States. Electronic address: Elizabeth.unni@touro.edu. 3. Department of Pharmacy Practice, Midwestern University College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States. Electronic address: sharpe@midwestern.edu. 4. Department of Health Outcomes Research and Policy, Auburn University Harrison School of Pharmacy, 4306c Walker Building, Auburn, AL 36849, United States. Electronic address: kavooja@auburn.edu. 5. Academic Affairs, Qatar University, Bazeladiyat ad Dawhah, Qatar. Electronic address: falkhateeb@qu.edu.qa. 6. Department of Pharmaceutical and Administrative Sciences, Western New England College of Pharmacy and Health Sciences, 1215 Wilbraham Road, Springfield, MA 01119, United States. Electronic address: gladys.ekong@wne.edu. 7. Associate Dean, Assessment, Western University of Health Sciences, 309 E. Second St, Pomona, CA 91766, United States. Electronic address: alaw@western.edu.
Abstract
INTRODUCTION: The implementation of culturally competent healthcare services has been considered a key strategy for the provision of patient-centered care; however, a need remains to address the requirements of teaching cultural competence, including identifying gaps, designing and evaluating curricula, and assessing students' progress toward program objectives. The objective of this study was to explore the applicability of the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire in the identification of improvement areas in cultural competence content in pharmacy curricula. METHODS: This study used previously-collected SAPLCC data from student pharmacists at eight United States pharmacy schools. Total and factor-specific SAPLCC scores were calculated based on the 14 factors published previously and grouped into six domains (knowledge, skills, attitudes, encounters, abilities, and awareness). Differences in overall scores by domain and factors across various student characteristics were examined using analysis of variance. RESULTS: The overall mean total SAPLCC score was classified as moderate. Third-year students had significantly higher SAPLCC mean scores than first-year students, and African American students scored significantly higher than their counterparts. At the factor-level, students scored higher in the Attitudes and Awareness domains and scored lower in the Knowledge, Skills, and Encounters domains. CONCLUSIONS: The application of the SAPLCC in schools participating in this preliminary study allowed for the identification of content areas that may benefit from revision. The SAPLCC may be a useful tool for mapping cultural competence curricular content by each specific domain and identifying areas of potential improvement regarding cultural competence training within pharmacy curricula.
INTRODUCTION: The implementation of culturally competent healthcare services has been considered a key strategy for the provision of patient-centered care; however, a need remains to address the requirements of teaching cultural competence, including identifying gaps, designing and evaluating curricula, and assessing students' progress toward program objectives. The objective of this study was to explore the applicability of the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire in the identification of improvement areas in cultural competence content in pharmacy curricula. METHODS: This study used previously-collected SAPLCC data from student pharmacists at eight United States pharmacy schools. Total and factor-specific SAPLCC scores were calculated based on the 14 factors published previously and grouped into six domains (knowledge, skills, attitudes, encounters, abilities, and awareness). Differences in overall scores by domain and factors across various student characteristics were examined using analysis of variance. RESULTS: The overall mean total SAPLCC score was classified as moderate. Third-year students had significantly higher SAPLCC mean scores than first-year students, and African American students scored significantly higher than their counterparts. At the factor-level, students scored higher in the Attitudes and Awareness domains and scored lower in the Knowledge, Skills, and Encounters domains. CONCLUSIONS: The application of the SAPLCC in schools participating in this preliminary study allowed for the identification of content areas that may benefit from revision. The SAPLCC may be a useful tool for mapping cultural competence curricular content by each specific domain and identifying areas of potential improvement regarding cultural competence training within pharmacy curricula.
Authors: Lauren A Gard; Andrew J Cooper; Quentin Youmans; Aashish Didwania; Stephen D Persell; Muriel Jean-Jacques; Paul Ravenna; Mita Sanghavi Goel; Matthew J O'Brien Journal: BMC Med Educ Date: 2020-01-16 Impact factor: 2.463