{Reference Type}: Journal Article
{Title}: Developing Confidence Engaging in Diversity, Equity, Inclusion and Social Determinants of Health Topics Through Self-Authorship.
{Author}: Logan LD;Johnson BR;Grout K;Gyamfi K;Fulford M;
{Journal}: Am J Pharm Educ
{Volume}: 0
{Issue}: 0
{Year}: 2024 Jun 27
{Factor}: 2.876
{DOI}: 10.1016/j.ajpe.2024.100746
{Abstract}: <B>OBJECTIVE: </B>This study used a self-authorship framework to explore if diversity, equity, and inclusion (DEI) and social determinants of health (SDoH)-focused labs and learning activities increase student confidence in understanding aspects of implicit bias (IB) and SDoH and how these activities impact student comfort discussing and confidence initiating conversations on DEI/SDoH topics with colleagues, faculty, supervisors, and patients.<BR><B>METHODS: </B>First year (P1) PharmD students engaged in three learning activities across two courses. Students were challenged to evaluate their biases and incorporate DEI/SDoH into their professional identity formation (PIF). This study utilized a mixed-method, embedded approach to analyze assessment data collected via a questionnaire and assignments administered at three points during the fall semester. Quantitative analysis used a quasi-experimental, between-subjects, pretest-posttest design. The qualitative component used open-ended questions to gain additional insight into participant experiences, gathered detail on perceptions, and provided context.<BR><B>RESULTS: </B>A one-way ANOVA showed statistically significant increases between assessment points for all items related to confidence understanding IB and SDoH. Comfort discussing DEI/SDoH topics with supervisors/faculty and patients increased over time. Comfort discussing DEI/SDoH topics with colleagues did not increase. Three salient themes emerged from qualitative analyses (bias and privilege awareness, education, and professionalism).<BR><B>CONCLUSIONS: </B>This study found students started evaluating their own knowledge, beliefs, and claims in social and professional settings as defined by the self-authorship framework. Student comfort and confidence discussing DEI/SDoH topics increased over time. Findings support engaging students in multimodal programming may support incorporation of DEI/SDoH into PIF.