Designing a mandatory course on indigenous health in a Canadian pharmacy program

Abstract

Background

In response to the Truth and Reconciliation Commission, healthcare programs have built curricula to train healthcare providers in delivering culturally safe care. There is a scarcity of literature on how to respectfully deliver this content, especially within the context of pharmacy education. To address this gap, this paper details the development and evaluation of a mandatory course on Indigenous cultural safety for pharmacy students.

Education activity

PHRM 261: Indigenous Health and Cultural Safety is a 1-credit course in the Entry-to-Practice PharmD program at the University of British Columbia, grounded by 5 curricular pillars: (1) colonialism, (2) power and privilege, (3) cultural safety and humility, (4) health and healing, and (5) ethical engagement. Assessments include an Indigenous book club, visual arts reflection, and weekly class activities. Student perceptions of the course were evaluated using a post-course survey over two class cohorts (total 419 students).

Evaluation findings

A total of 204 survey responses and 228 university-mandated course evaluations were collected. Qualitative thematic analysis identified that students: 1) responded enthusiastically to Indigenous voices, 2) engaged in self-directed reflection about their learning, 3) reported increased knowledge and desire to apply culturally safe care, 4) wanted to dive deeper into the course, and 5) appreciated and acknowledged the safe(r)/brave spaces in the classroom.

Analysis of education activity

The mandatory course on Indigenous health and cultural safety found that students responded positively and desired further learning on this topic. However, to see continued benefit there must be concurrent university and pharmacy practice reform to create opportunities that can encourage students to apply this learning.