Students' conception of local responses to global problems for a more peaceful and sustainable world: A collaborative education project between Brazil, Canada, Qatar, and New Zealand

Abstract

AbstractBackgroundThe concept of global citizenship aims to prepare learners to be able to function and be competitive within a global environment. Successful learners may effectively “think globally” but “act locally,” aiming to contribute to positive global change.ObjectiveThe goal of this project was to develop research‐informed curricular content for global citizenship tailored to pharmacy students using a pre‐established pedagogical framework. The intended learning outcome for the content was for students to “generate local responses to global problems for a more peaceful and sustainable world.”MethodsThis study occurred over three phases. Phase 1 consisted of semi‐structured interviews with practicing pharmacists in Brazil (n = 4), Canada (n = 4), New Zealand (n = 4), and Qatar (n = 4) to identify global issues for case development. Phase 2 consisted of pilot testing developed cases from Phase 1 via individual interviews with target students in Canada (n = 2) and a focus group in New Zealand (n = 5). Phase 3 consisted of implementation of a 1.5‐hours teaching event in New Zealand using the refined case material and formative assessment of final‐year pharmacy students (n = 120).ResultsPhase 1 resulted in five case scenarios (antimicrobial resistance, drug shortages, ocean pollution, climate change, and rise of nationalism) across three categories (global health and wellbeing, climate and environment, and geopolitics and power) that were tested and refined in Phase 2. Phase 3 resulted in student groups being able to achieve the intended learning outcome on a median of 4 (range, 2‐5) of the developed cases. Students' interventions included new dispensing models, use of technology, community engagement, education initiatives, and others.ConclusionFindings support the notion that when tasked to “think globally,” students are able to “act locally” by designing pharmacy practice interventions to reduce the impact of political, environmental, and health‐related global problems.