Creating an inclusive climate within pharmacy practice

Abstract

ObjectiveIdentify the impact of a brief, educational intervention on student pharmacist understanding of unconscious bias and its systemic effects; cultural humility; and commitment to change. MethodsA pre-intervention survey, with questions utilizing a five-point Likert scale was embedded into the beginning of a series of online, interactive, educational modules addressing cultural humility, unconscious bias, and inclusive pharmacy practices. Third-year professional pharmacy students completed the course as part of their curriculum. At the conclusion of the modules, participants completed the post-intervention survey with the same set of questions, which was linked to the pre-intervention survey by a participant-generated code. Changes in means for the pre- and post-intervention cohorts were calculated and analyzed utilizing a Wilcoxon signed-rank test. Responses were also grouped dichotomously and evaluated using the McNemar test. ResultsSixty-nine students completed both the pre- and post-intervention surveys. The greatest change on Likert scale questions was noted in understanding of cultural humility (+1.4). Much or complete confidence in being able to describe unconscious bias and cultural competence improved from 58% to 88% and 14% to 71%, respectively (P < .05). Although a trend toward positive change was noted, a significant impact was not observed for questions assessing understanding of their systemic effects and commitment to change. ConclusionInteractive educational modules positively impact student understanding of unconscious bias and cultural humility. Further investigation is necessary to determine if continuous exposure to this and similar topics deepens student understanding of systemic impact and commitment to change.