Experiential education for the deaf or hard of hearing learner in a pharmacy curriculum

Abstract

IntroductionPharmacy educators are responsible for providing appropriate resources for students of all abilities to eliminate barriers to accessible learning. This commentary focuses on the need for schools of pharmacy to provide equally accessible learning for students who are deaf/hard of hearing, including within the area of experiential education, while highlighting the potential challenges and areas for opportunity. CommentaryExperiential education settings present unique challenges for students who are deaf/hard of hearing and their pharmacy educators due to the variety of educational settings and different learning logistics associated with experiential education in contrast to the learning environment of the classroom. Pandemic conditions have brought additional challenges since masks have limited the ability for students to lip read. The team has identified several resources to assist in the experiential setting. ImplicationsIn order to provide equally accessible experiential education for students who are deaf/hard of hearing, it is imperative that pharmacy educators work together with other stakeholders such as disability resource centers, experiential site preceptors, and information technology departments to address associated challenges. Lack of literature concerning students with disabilities and experiential education programs in the health sciences shows that this is an area in need of further research and study in order to advance understanding and provide accessible learning for students with diverse needs.