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Medical and pharmacy students' perceptions of their IPE and cultural competencies following an innovative course

Journal: Pharmacy Education Date: 2024/09, 24(7):Pages: 10-11. doi: Subito , type of study: cross sectional study

Full text    (https://pharmacyeducation.fip.org/pharmacyeducation/article/view/3033https://pharmacyeducation.fip.org/pharmacyeducation/article/view/3033)

Keywords:

conference abstract [121]
cross sectional study [863]
cultural competence [6]
interprofessional education [11]
osteopathic medicine [2055]
USA [1707]

Abstract:

Background: Cultural competency (CC) training of health professional students has become an accreditation requirement to prepare such students to become practitioners equipped to provide culturally appropriate and acceptable quality care for patients of diverse backgrounds in an effort to assist in reducing health and healthcare disparities. This study describes an innovative CC-required semester course offered in an interprofessional education (IPE) setting involving medical and pharmacy students. IPE has been identified as essential in preparing graduates for interdisciplinary collaborative team practice, another approach documented to promote better health outcomes, especially for underserved populations. Method: Since the Spring 2017 semester, an average of 200 students of Touro University's Colleges of Osteopathic Medicine and Pharmacy in New York have been offered an innovative course co-directed and co-taught by faculty of both colleges, supported by guest lecturers representing populations of diverse cultural backgrounds by race/ethnicity, religion and gender among others. Many innovative strategies have been employed to break down professional and cultural barriers in the classroom, including offering the opportunity for the students to experience and reflect on their own diversity in the classroom and assigning IPE teams of medical and pharmacy students to plan and present a health promotional campaign to reduce the vulnerability of their assigned target population to their most important public health problem/disease. At the end of the Spring 2022 iteration of the course, an anonymous and voluntary Interprofessional Collaborative Competencies Attainment Survey with additional CC items (ICCCAS) was administered through Qualtrics to collect data on the student's perceptions of their IPE competencies-Communication, Collaboration, Roles & Responsibilities, Collaborative Patient/Family Centered Approach, Conflict Management/Resolution, and Team functioning. The CC side of the survey evaluated their knowledge and skills pre-and post, although both datasets were collected at the end of the course. An IRB application is being submitted to the Touro University Health Sciences IRB to seek authorisation to analyse and present these aggregate findings and later publish them in a peer-reviewed journal for the benefit of other institutions. Results: Ninety-five (95) students out of the total enrollment of 194 in the course completed the ICCCAS survey, giving a response rate of 48.9%. Survey findings will be reported as aggregate pooled frequencies (%) of respondents who agreed and strongly agreed with each of the items in the survey domains and tested for statistical significance between the pre-and post-course data. Conclusion: The analysis of the survey findings is expected to provide some evidence for the effectiveness of this innovative course in providing an opportunity for the medical and pharmacy students of the Touro University in New York to develop both the IPEC competencies and the Cultural Competency needed to provide patient-centered care for people of diverse backgrounds and thus contribute to reducing health disparities..


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