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Cultural Competency in Health Care and Its Implications for Pharmacy Part 3A: Emphasis on Pharmacy Education, Curriculums, and Future Directions
Author(s) -
O'Connell Mary Beth,
Rodriguez de Bittner Magaly,
Poirier Therese,
Karaoui Lamis R.,
Echeverri Margarita,
Chen Aleda M.H.,
Lee ShinYu,
Vyas Deepti,
O'Neil Christine K.,
Jackson Anita N.
Publication year - 2013
Publication title -
pharmacotherapy: the journal of human pharmacology and drug therapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.227
H-Index - 109
eISSN - 1875-9114
pISSN - 0277-0008
DOI - 10.1002/phar.1353
Subject(s) - curriculum , pharmacy , experiential learning , medical education , health care , licensure , pharmacy practice , medicine , scholarship , problem based learning , pharmacy school , experiential education , nursing , psychology , pedagogy , political science , law
Culture influences patients' beliefs and behaviors toward health and illness. As the U . S . population becomes more diverse, a critical need exists for pharmacy education to incorporate patient‐centered culturally sensitive health care knowledge and skills into the curriculum. Nursing was the first profession to incorporate this type of learning and training into its curriculums, followed by medicine. Pharmacy has also made great progress to revise curriculums, but inconsistency exists in depth, breadth, and methods across pharmacy colleges. This article addresses important aspects of pharmacy education such as curriculum development, incorporation of educational innovations and techniques into the teaching of patient‐centered culturally sensitive health care across the curriculum from didactic to experiential learning, assessment tools, and global education. A preliminary model curriculum with objectives and examples of teaching methods is proposed. Future directions in pharmacy education, teaching and learning scholarship, postgraduate education, licensure, and continuing education are also presented.