Abstract
As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan®, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory® (IDI®) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5–23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE.
Highlights
According to the World Health Organization (WHO), transitions of care and the third Global Patient Safety Challenge, one of the key steps for ensuring medication safety, is communication and patient engagement
The authors described a significant improvement in several intercultural learning (ICL) areas, including interprofessional value and communication skills, appreciation of cultural differences, and global health perspectives, compared to students who did not participate in an international advanced pharmacy practice experience (APPE) [17]
The purpose of the course affiliated with the London-based APPE is to help prepare student pharmacists for active and effective engagement and collaborative research during their international APPE
Summary
According to the World Health Organization (WHO), transitions of care and the third Global Patient Safety Challenge, one of the key steps for ensuring medication safety, is communication and patient engagement. One way is through experiential training programs that offer learners international and global health-focused experiences These experiences provide unique learning opportunities that allow learners the chance to engage with different health systems, increase medical knowledge, provide care to underserved populations, practice and enhance their cultural intelligence, and improve their abilities to empathize [8]. The authors described a significant improvement in several ICL areas, including interprofessional value and communication skills, appreciation of cultural differences, and global health perspectives, compared to students who did not participate in an international advanced pharmacy practice experience (APPE) [17]. There is literature describing health professional students obtaining intercultural learning experience from courses, study abroad programs, and international experiential training, there is limited data documenting intercultural growth objectively before and after an international experience [18–21] This case report describes an intercultural learning curricular design including an assessment plan for student pharmacists at Purdue University, who participated in an international APPE at St. Bartholomew’s Hospital (Barts) in London, England. In addition to the individualized plan, students can participate in check-ins with course faculty to discuss their progress and share their intercultural journey
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