Development and evaluation of a virtual privilege walk activity.

Abstract

Introduction: Privilege walks can encourage self-reflection about privilege, but may cause discomfort amongst participants as they observe disparities between one another.

Aims: To evaluate the usefulness of a teaching activity that included an anonymous virtual privilege walk, in order to encourage students to reflect on privilege as a concept in healthcare.

Methods: 30 privilege walk statements were as developed and built into a virtual privilege walk to allow students to confidentially see their results compared to the whole cohort. The virtual privilege walk and a reflective activity was undertaken by first year pharmacy students, while before, immediately after and 9 months later, students completed a 16-item inclusiveness and oppression survey. This survey was designed to measure four factors: 1. Confidence in knowledge and understanding of inclusiveness, 2. Awareness of inclusiveness and oppression, 3. Opinions on pharmacy counselling and congruence between pharmacist and client, and 4. Opinions on pharmacists' roles in promotion and support of inclusiveness.

Results: When comparing paired data pre and post teaching activity, there was a significant increase in factors 1, 2 and 4, but a decrease in factor 3 post-activity compared with pre-activity. Data from students that completed the survey again 9 months after the activity revealed an increased in factor 1, no change in factors 2 and 4, and a decrease in factor 3.

Discussion: Confidence in knowledge and understanding of, awareness of and opinions on pharmacists' role in the support of inclusiveness were all improved after students undertook and reflected on the privilege walk.