Jaime Maerten-Rivera, Malaika R Turner, Odinaka C Oranekwu, Margarita V DiVall
{"title":"Developing Allies: Preparing Pharmacy Students to Practice with Cultural and Structural Humility.","authors":"Jaime Maerten-Rivera, Malaika R Turner, Odinaka C Oranekwu, Margarita V DiVall","doi":"10.1016/j.ajpe.2024.101329","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>The COEPA learning outcome of Cultural and Structural Humility (Ally) was updated causing programs to evaluate how this content is included. The authors reviewed relevant literature published within the past ten years (2014-2024) and provided a summary, and relevant recommendations, as well as resources.</p><p><strong>Findings: </strong>There were calls to action within the Academy for programs to develop a holistic programmatic approach to developing students' cultural and structural humility. Current shortcomings identified were that most programs: incorporated related competencies into their curriculum at the introduction level; lacked intentional development of related skills and behaviors, instead focusing on knowledge and attitudes; seldomly used validated, reliable, standardized assessments; and allowed this work to fall on a few \"experts\" rather than all faculty and preceptors.</p><p><strong>Summary: </strong>Programs should aim for a holistic approach to prepare graduates to practice with cultural and structural humility, which should begin with creating structures to support it, such as appointment of an administrator or a diversity, equity, and inclusion committee. Integration of ally content should be intentional, spiraled, with mapping of competencies across didactic, experiential, and co-curriculum and across all levels of learning to ensure development of knowledge, skills, attitudes, and behaviors. Students should have multiple assessment opportunities, including formative and summative, and programs should use standardized, valid and reliable assessment tools. Intentional development of all faculty, preceptors, and students is critical for success. Institutions are encouraged to share their initiatives with the Academy.</p><p><strong>Learning objectives: </strong>After reading the article, readers will be able to do the following as it relates to the Ally COEPA outcome.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101329"},"PeriodicalIF":3.8000,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2024.101329","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objectives: The COEPA learning outcome of Cultural and Structural Humility (Ally) was updated causing programs to evaluate how this content is included. The authors reviewed relevant literature published within the past ten years (2014-2024) and provided a summary, and relevant recommendations, as well as resources.
Findings: There were calls to action within the Academy for programs to develop a holistic programmatic approach to developing students' cultural and structural humility. Current shortcomings identified were that most programs: incorporated related competencies into their curriculum at the introduction level; lacked intentional development of related skills and behaviors, instead focusing on knowledge and attitudes; seldomly used validated, reliable, standardized assessments; and allowed this work to fall on a few "experts" rather than all faculty and preceptors.
Summary: Programs should aim for a holistic approach to prepare graduates to practice with cultural and structural humility, which should begin with creating structures to support it, such as appointment of an administrator or a diversity, equity, and inclusion committee. Integration of ally content should be intentional, spiraled, with mapping of competencies across didactic, experiential, and co-curriculum and across all levels of learning to ensure development of knowledge, skills, attitudes, and behaviors. Students should have multiple assessment opportunities, including formative and summative, and programs should use standardized, valid and reliable assessment tools. Intentional development of all faculty, preceptors, and students is critical for success. Institutions are encouraged to share their initiatives with the Academy.
Learning objectives: After reading the article, readers will be able to do the following as it relates to the Ally COEPA outcome.
期刊介绍：
The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
