PDF(Pubmed)
Abstract：
BACKGROUND: It is important to have a pharmacy workforce that is culturally competent to recognise a patient\'s health beliefs to improve medication adherence and reduce poor treatment outcomes.
OBJECTIVE: This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education.
METHODS: Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875.
RESULTS: The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other.
CONCLUSIONS: There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education.
OBJECTIVE: This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education.
METHODS: Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875.
RESULTS: The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other.
CONCLUSIONS: There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education.
摘要：
背景：拥有一支在文化上有能力认识患者的健康信念以提高药物依从性和减少不良治疗结果的药学队伍是很重要的。
目的：本系统综述旨在确定，批判性地评估和总结文化能力是如何概念化的，开发并嵌入到资格预审药学教育中。
方法：Medline，Scopus,PsychInfo,WebofKnowledge,CINAHL,和Embase数据库搜索2012年1月至2021年12月期间以英文发表的相关论文,遵循PRISMA指南.对纳入论文的数据进行了主题分析。论文的教育质量使用GREET标准进行了评估。这项系统审查在PROSPERO上注册，CRD42021295875。
结果：该综述包括47篇论文（46项研究），其中18篇论文符合GREET标准的≥9分，因此被认为具有良好的教育质量。40篇论文专注于仅对药学学生实施的教育干预措施，其余包括来自不同健康学科的学生。一半的教育干预措施侧重于一般的文化能力。大多数教育干预持续了一周以上，其中21项是强制性的。文化能力的概念化各不相同；专注于有关不同文化的知识或具有文化能力的行为，或者一端具有知识而另一端具有行为的连续体。
结论：文化能力如何嵌入药学课程中存在差异，这可能反映了教育者如何概念化文化能力的差异。需要进一步的研究来统一理解文化能力的含义以及如何将其嵌入药学教育中。
目的：本系统综述旨在确定，批判性地评估和总结文化能力是如何概念化的，开发并嵌入到资格预审药学教育中。
方法：Medline，Scopus,PsychInfo,WebofKnowledge,CINAHL,和Embase数据库搜索2012年1月至2021年12月期间以英文发表的相关论文,遵循PRISMA指南.对纳入论文的数据进行了主题分析。论文的教育质量使用GREET标准进行了评估。这项系统审查在PROSPERO上注册，CRD42021295875。
结果：该综述包括47篇论文（46项研究），其中18篇论文符合GREET标准的≥9分，因此被认为具有良好的教育质量。40篇论文专注于仅对药学学生实施的教育干预措施，其余包括来自不同健康学科的学生。一半的教育干预措施侧重于一般的文化能力。大多数教育干预持续了一周以上，其中21项是强制性的。文化能力的概念化各不相同；专注于有关不同文化的知识或具有文化能力的行为，或者一端具有知识而另一端具有行为的连续体。
结论：文化能力如何嵌入药学课程中存在差异，这可能反映了教育者如何概念化文化能力的差异。需要进一步的研究来统一理解文化能力的含义以及如何将其嵌入药学教育中。
