Addressing systemic racism and its influence on health disparities through a foundational pharmacy course and a student-led symposium

Abstract

Objective

The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, understanding, perceptions, confidence, and opinions of systemic racism (SR).

Methods

First professional year (P1) students completed a group project that describes the historical context and impact of SR on health outcomes. The project included a written paper and presentation at a student-led symposium to faculty, staff, students, and community partners. Students were surveyed to assess the impact of the project on their knowledge, understanding, perceptions, confidence, and opinions of SR. Non-P1 student audience members were also surveyed on their opinions of the symposium.

Results

Thirty P1 students participated in the pre-and post-symposium surveys (45 % response rate). An improvement was found for all survey items in the understanding, confidence, and opinions categories. Results showed an improvement in numerical and global scores for the pre- and post-knowledge-based assessments. Ten non-P1 post-symposium survey responses from audience members agreed that the symposium presentations were helpful, would result in a change to the services provided, and will help with individual written and/or verbal presentation skills when discussing SR.

Conclusion

This group project culminating in a student-led symposium offers a unique model to assess student outcomes in the context of a team project. This experience explores integration of SR topics within the core curriculum, and also offers a strategy to promote health equity and delivery of culturally competent care to students at an early stage in their academic career.