Implementation of Cultural Intelligence Education into Doctor of Pharmacy Curricula: A Review

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.2025.101360

Shaleen Ghosh, Sophia Mortha, Megan C. Roberts, Jacqueline E. McLaughlin

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引用次数: 0

Abstract

Objective

This study aimed to use the Consolidated Framework for Implementation Research to identify key determinants that impact the successful integration of cultural intelligence training in Doctor of Pharmacy classes and develop recommendations to address the barriers to such training.

Methods

Terms related to cultural intelligence were searched in PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. Articles were imported into Covidence and screened for content related to cultural intelligence in Doctor of Pharmacy programs, specifically in classroom settings. Forty-eight articles were reviewed using deductive coding with Consolidated Framework for Implementation Research determinants.

Results

The literature was highly descriptive of the design aspect of the Innovation Domain; the intended advantages of specific course design and content were presented in detail. The Outer Setting Domain was represented by the Accreditation Council for Pharmacy Education standards and the Inner Setting Domain was represented through pharmacy school mission statements. Reflection and evaluation were the focal points of many articles because these were used as measures of student learning and sources of feedback for novel training.

Conclusion

Schools of pharmacy use various strategies to implement cultural intelligence trainings, and key factors include reflections, local interests, and regional demographics. The strategy of developing and implementing a specific tool for quality monitoring may aid in prioritizing these interests in a more intentional manner while providing students with a clear reference for their learning experiences.

查看原文本刊更多论文

文化智力教育在药学博士课程中的实施综述。

目的：利用实施研究的综合框架（CFIR）来确定影响药学博士课程成功整合文化智力培训的关键因素，并提出解决这些培训障碍的建议。方法：在PubMed、Embase、CINAHL、Scopus、ProQuest disserthesis and Theses、ERIC、PsycInfo等数据库中检索文化智力相关术语。文章被导入covid，并在药学博士项目中筛选与文化智力相关的内容，特别是在课堂环境中。用CFIR行列式的演绎编码对48篇文章进行了综述。结果：文献高度描述了创新领域的设计方面；详细阐述了具体课程设计和课程内容的预期优势。外部环境通过提到药学教育认证委员会（ACPE）的标准以及当地对接受文化智力教育的态度来代表。内部设置是通过药房学校的使命陈述来表示的，而个人领域很少被提及。反思和评估是许多文章的焦点，因为它既被用来衡量学生的学习，也被用来作为新培训的反馈来源。结论：药学院实施文化智力训练的策略多种多样，关键因素包括反思、地方利益、区域人口等。开发和实施质量监控的特定工具的策略可能有助于以更有意的方式优先考虑这些兴趣，同时为学生的学习经验提供明确的参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.