背景:在基于药学案例的学习中,代表性不足群体的人口统计学和社会特征通常描述得很差,导致这些群体在药学课程中的代表性较差。该研究项目旨在了解药学服务代表性不足群体的生活经验,并以此为基础的药学案例学生学习材料的开发提供信息。
方法:这是一个单一的中心,扎根理论,定性研究。重点小组讨论了六个代表性不足的群体:毛利人,太平洋,亚洲人,LGBTQIA+(女同性恋,同性恋,双性恋,变性人,酷儿/提问,双性人,无性),残疾,和难民。这些焦点小组在达尼丁进行,Aotearoa新西兰,2022年7月至8月。焦点小组会议被记录和分析,以确定信念,想法,以及参与者和群体之间共享的主题。
结果:所有焦点小组的参与者都强烈希望在药房病例中被观察和代表,然而,这是以坚持他们信仰的方式进行学习的条件,值,和声音。从这些生活经历中,文化,环境,个人,社会因素被认为是纳入药学案例学习材料的关键。
结论:代表性不足人群的生活经验提供了重要的见解,将加强药学案例学习。基于案例的学习中可以包括的关键因素是:种族,个人信仰,语言,残疾,性别认同,性认同,和家庭。为了实现健康公平,提高我们未来制药员工的文化意识和智力,这些经验需要更多地出现在课程中。
Demographic and social characteristics of underrepresented groups are often poorly described in pharmacy
case-based learning, leading to poor representation of these groups in the pharmacy curriculum. This research project aimed to understand the lived experience of underrepresented groups with pharmacy services and to use this to inform the development of pharmacy
case-based student learning materials.
This was a single centre, grounded theory, qualitative study. Focus groups were undertaken with six underrepresented groups: Māori, Pacific, Asian, LGBTQIA+ (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual), disability, and refugee. These focus groups were conducted in Dunedin, Aotearoa New Zealand from July to August 2022. Focus group sessions were recorded and analysed to identify beliefs, ideas, and themes shared between participants and groups.
Participants in all focus groups had a strong desire to be seen and represented in pharmacy cases, however this was conditional on the learning being delivered in a way that upholds their beliefs, values, and voices. From these lived experiences, cultural, environmental, personal, and social factors were identified as being critical for inclusion in pharmacy
case-based learning materials.
The lived experience of underrepresented populations provides critical insights that will enhance pharmacy
case-based learning. The key factors that could be included in
case-based learning are: ethnicity, personal beliefs, language, disability, gender identity, sexual identity, and family. To achieve health equity and improve cultural awareness and intelligence of our future pharmacy workforce, these experiences need to become more present in curricula.