Creating, Implementing, and Assessing an Elective Queer-iculum: Creating Change Agents Through Pharmacy Education

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI:10.1016/j.ajpe.2025.101356

Christopher G. Medlin , Heather Howell , Delilah Knapp , Gabriel Frietze

{"title":"Creating, Implementing, and Assessing an Elective Queer-iculum: Creating Change Agents Through Pharmacy Education","authors":"Christopher G. Medlin , Heather Howell , Delilah Knapp , Gabriel Frietze","doi":"10.1016/j.ajpe.2025.101356","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to detail the creation and implementation of a lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual (LGBTQIA+) health elective course at a Hispanic-serving institution and assess its preliminary impact on Doctor of Pharmacy student attitudes and perceptions of LGBTQIA+ health care.</div></div><div><h3>Methods</h3><div>An 8-week course covering various topics related to LGBTQIA+ health care was designed and delivered to second- and third-year Doctor of Pharmacy students who voluntarily enrolled in the course from June to July 2023. As part of an institutional review board–approved pilot study, the enrolled students completed an electronic survey before and after the elective, assessing student pharmacists’ perceptions of personal capabilities and attitudes as well as curriculum exposure for several LGBTQIA+ health care–related topics.</div></div><div><h3>Results</h3><div>Several strong correlations emerged in the current study, ranging from −.87 to .90. In the assessment of personal and pharmacist capabilities toward providing LGBTQIA+ health care, there were no significant differences identified in perceived capabilities before and after the elective course; however, several promising themes emerged, including professional identity formation, allyship, and existing concerns and challenges.</div></div><div><h3>Conclusion</h3><div>The findings highlight the importance of effectively utilizing a didactic curriculum to increase exposure to LGBTQIA+ health to address knowledge gaps, increase confidence, and reduce stigma toward the LGBTQIA+ community. Schools and colleges of pharmacy should increase capacity for building elective courses that address health equity in marginalized communities through multiple modalities, including community engagement, advocacy, clinical simulation, and pharmacotherapy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101356"},"PeriodicalIF":3.8000,"publicationDate":"2025-02-01","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://www.sciencedirect.com/science/article/pii/S0002945925000014","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

Objective

This study aimed to detail the creation and implementation of a lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual (LGBTQIA+) health elective course at a Hispanic-serving institution and assess its preliminary impact on Doctor of Pharmacy student attitudes and perceptions of LGBTQIA+ health care.

Methods

An 8-week course covering various topics related to LGBTQIA+ health care was designed and delivered to second- and third-year Doctor of Pharmacy students who voluntarily enrolled in the course from June to July 2023. As part of an institutional review board–approved pilot study, the enrolled students completed an electronic survey before and after the elective, assessing student pharmacists’ perceptions of personal capabilities and attitudes as well as curriculum exposure for several LGBTQIA+ health care–related topics.

Results

Several strong correlations emerged in the current study, ranging from −.87 to .90. In the assessment of personal and pharmacist capabilities toward providing LGBTQIA+ health care, there were no significant differences identified in perceived capabilities before and after the elective course; however, several promising themes emerged, including professional identity formation, allyship, and existing concerns and challenges.

Conclusion

The findings highlight the importance of effectively utilizing a didactic curriculum to increase exposure to LGBTQIA+ health to address knowledge gaps, increase confidence, and reduce stigma toward the LGBTQIA+ community. Schools and colleges of pharmacy should increase capacity for building elective courses that address health equity in marginalized communities through multiple modalities, including community engagement, advocacy, clinical simulation, and pharmacotherapy.

查看原文本刊更多论文

创建、实施和评估一个可选的酷儿课程：通过药学教育创造变革媒介。

目的：详细介绍西班牙裔服务机构LGBTQIA+健康选修课程的创建和实施情况，并评估其对药学博士学生对LGBTQIA+健康的态度和看法的初步影响。方法：设计为期8周的LGBTQIA+医疗保健相关课程，并于2023年6月至7月对自愿参加该课程的药学博士二年级和三年级学生进行授课。作为IRB批准的试点研究的一部分，入学学生在选修课程之前和之后完成了一项电子调查，评估学生药剂师对个人能力和态度的看法，以及几个LGBTQIA+医疗保健相关主题的课程暴露。结果：在当前的研究中出现了几个强相关性，范围从-。87 to.90。在提供LGBTQIA+医疗保健的个人和药剂师能力评估中，在选修课程之前和之后，在感知能力方面没有发现显着差异，但是，出现了几个有希望的主题，包括职业身份形成，盟友关系，以及存在的问题和挑战。结论：研究结果强调了有效利用教学课程来增加LGBTQIA+健康的重要性，以解决知识差距，增强信心，减少对LGBTQIA+社区的污名。药学院应加强选修课的建设能力，通过社区参与、倡导、临床模拟和药物治疗等多种方式解决边缘化社区的卫生公平问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

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.