Cultural Competency in Health Care and Its Implications for Pharmacy Part 3B: Emphasis on Pharmacy Education Policy, Procedures, and Climate

2013 ◽  
Vol 33 (12) ◽  
pp. e368-e381 ◽  
Author(s):  
◽  
Mary Beth O'Connell ◽  
Anita N. Jackson ◽  
Lamis R. Karaoui ◽  
Magaly Rodriguez de Bittner ◽  
...  
Keyword(s):  
Health Care ◽  
Education Policy ◽  
Cultural Competency ◽  
Pharmacy Education

Cultural Competency in Health Care and Its Implications for Pharmacy Part 3A: Emphasis on Pharmacy Education, Curriculums, and Future Directions

2013 ◽  
Vol 33 (12) ◽  
pp. e347-e367 ◽  
Author(s):  
◽  
Mary Beth O'Connell ◽  
Magaly Rodriguez de Bittner ◽  
Therese Poirier ◽  
Lamis R. Karaoui ◽  
...  
Keyword(s):  
Health Care ◽  
Cultural Competency ◽  
Pharmacy Education ◽  
Future Directions

Cultural Considerations in the Management of Chronic Pain

CAND Journal ◽  
2021 ◽  
Vol 28 (4) ◽  
pp. 11-13
Author(s):  
Shakila Mohmand ◽  
Sumar Chams
Keyword(s):  
Health Care ◽  
Chronic Pain ◽  
Cultural Competency ◽  
Patient Outcomes ◽  
Health Care Providers ◽  
Cultural Beliefs ◽  
Coping Mechanisms ◽  
Care Providers ◽  
Pain Experience ◽  
Cultural Considerations

Cultural competency within health care helps eliminate racial and ethnic health disparities. When assessing and treating patients with chronic pain, practitioners should feel confident in using information regarding a patient’s individual cultural beliefs due to their significant impact on the pain experience. Culture impacts perception, outlook, and communication of pain, as well as coping mechanisms. These are aspects of subjective history that influence important decisions regarding the management of chronic pain. Becoming more aware of what to look for and which questions to ask can allow naturopathic doctors and other health-care providers to continue improving therapeutic relationships and patient outcomes.

scholarly journals Perceptions of Cultural Competency Among Premedical Undergraduate Students

2020 ◽  
Vol 7 ◽  
pp. 238212052093482 ◽  
Author(s):  
Reeti Goyal ◽  
Skky Martin ◽  
Dana Garbarski
Keyword(s):  
Health Care ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Undergraduate Students ◽  
Medical Training ◽  
Medical Doctor ◽  
Traditional Health ◽  
Premedical Students ◽  
Work Family ◽  
Definition Of

Background: Cultural competence is a difficult skill to teach, as it has several operational definitions as well as limited and unstandardized training procedures. Currently, there is no formal cultural competency training at the undergraduate level for students who seek to become a medical doctor. The purpose of this study is to explore perceptions of cultural competence among premedical undergraduates by assessing how they define and understand cultural competency and their knowledge (and sources thereof) of sociocultural realities in health and medicine. Methods: Structured in-depth interviews took place in 2016 and 2017 at a medium-sized private college in the Midwestern United States. Twenty premedical students were interviewed. The interviews were transcribed and thematically coded following an inductive, iterative, and systematic process. Results: Most students can provide a definition of cultural competence that includes at least one component of how it is conceptualized by the Association of American Medical Colleges. However, students focus largely on defining cultural competence as individual attitudes and interaction rather than systemic or structural realities that produce inequalities in health care. When explicitly asked, students varied in the level of detail provided in explaining the social determinants of health (such as race or ethnicity, sex, gender, and socioeconomic status) and varied in the accuracy of their definitions of traditional health practices. Each student noted the importance of training on cultural competence and many placed patients’ health at the center of their reason for doing so rather than focusing on their own training as a motivation. Students discussed various aspects of sociocultural differences and the need for physicians to understand patients’ outlooks on health care and be able to communicate to patients the purpose of suggested medical treatment, as well as the inherent tension in balancing patients as individuals and members of sociocultural groups. Premedical undergraduate students see their own cultural competence as an informal skill that is gained through social interactions across various areas of life, such as work, family, friends, and school. Conclusion: This study traces the sources of sociocultural information that premedical students will bring to their medical training as well as places where cultural competence can be further explored, practiced, and formally integrated in premedical education.

scholarly journals Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 117 ◽  
Author(s):  
Andries S. Koster ◽  
Aukje K. Mantel-Teeuwisse ◽  
Herman J. Woerdenbag ◽  
Wilhelmina M. C. Mulder ◽  
Bob Wilffert ◽  
...  
Keyword(s):  
Health Care ◽  
The Netherlands ◽  
Hospital Pharmacist ◽  
Pharmacy Education ◽  
University Education ◽  
Assessment Instruments ◽  
Gradual Change ◽  
Workplace Education ◽  
Educational Environments ◽  
Secondary Health Care

In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.

scholarly journals Toward Cultural Competency in Health Care

2020 ◽  
Vol 95 (5) ◽  
pp. 803-813 ◽  
Author(s):  
Melissa R. Brottman ◽  
Douglas M. Char ◽  
Robin A. Hattori ◽  
Rachel Heeb ◽  
Steven D. Taff
Keyword(s):  
Health Care ◽  
Cultural Competency

scholarly journals Effectiveness of Fatigue Management Interventions in Reducing Severity and Impact of Fatigue in People with Progressive Multiple Sclerosis

2019 ◽  
Vol 21 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Scott Rooney ◽  
Fiona Moffat ◽  
Les Wood ◽  
Lorna Paul
Keyword(s):  
Multiple Sclerosis ◽  
Health Care ◽  
Target Audience ◽  
Pharmacy Education ◽  
Educational Activity ◽  
Care Providers ◽  
Accreditation Council ◽  
Post Test ◽  
Financial Relationships ◽  
Media Group

CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit The CMSC designates this journal-based activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit The CMSC designates this enduring material for 1.0 contact hour (none in the area of pharmacology). Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Biogen (speakers' bureau), and Adamas Pharmaceuticals (contracted research).Francois Bethoux, MD, has served as reviewer for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has disclosed no relevant financial relationships.Scott Rooney, BSc (Hons), has disclosed no relevant financial relationships.Fiona Moffat, PhD, has disclosed no relevant financial relationships.Les Wood, PhD, has disclosed no relevant financial relationships.Lorna Paul, PhD, The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships for some authors may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: February 1, 2019 Valid for Credit Through: February 1, 2020 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.

scholarly journals Curriculum and Pharmacy practice experience offered for Pharm-D in Pakistan: needs and possibilities

2014 ◽  
Vol 3 (8) ◽  
pp. 313-317 ◽  
Author(s):  
Madiha Madiha ◽  
Chang-qing Yang
Keyword(s):  
Health Care ◽  
Health Care Professional ◽  
Pharmacy Practice ◽  
Pharmaceutical Journal ◽  
Pharmacy Education ◽  
Clinical Clerkship ◽  
Current Role ◽  
Practice Experience ◽  
Pharmacy Council

Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care professional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlighted lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.DOI: http://dx.doi.org/10.3329/icpj.v3i8.19406 International Current Pharmaceutical Journal, July 2014, 3(8): 313-317

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