Exploring Trends in Social Vulnerability for Pharmacy Students at a Large Public University.

OBJECTIVE: This study aimed to describe trends in social vulnerability (SV) among pharmacy students at a large public college of pharmacy, and to describe differences in SV by race and ethnicity using the Centers for Disease Control and Prevention Social Vulnerability Index (SVI). METHODS: The SVI was determined for each student admitted between Fall 2017 and Fall 2022 using the submitted permanent address for each student in a deidentified fashion. International students and students not from the 50 US states were excluded from the analysis. RESULTS: During the study period, 1427 pharmacy students met the study inclusion criteria and were included in the final analysis. Students from historically minoritized populations accounted for 53.4% (n = 763/1427) of students. The median SVI score for all students was 0.4091 (interquartile range [IQR]: 0.2091-0.6395), which is consistent with low/moderate SV risk. When considering SVI by race, students from historically minoritized populations had a higher median SVI (0.4807 [IQR: 0.2791-0.7071] vs 0.3562 [IQR: 0.1561-0.5523]), and were more likely to come from moderate/high SV regions compared with White students (odds ratio 2.00 [95% confidence interval: 1.609-2.486]). CONCLUSION: Among pharmacy students at a large public university, a substantial proportion of students had moderate/high SV risk, particularly those from historically minoritized backgrounds. Colleges and schools of pharmacy need to consider the unique needs of students from high SV backgrounds and provide intentional equity-based mitigation strategies to maximize the potential for student success for all.

Taking Action Towards Equity, Diversity, and Inclusion in the Pharmacy Curriculum and Continuing Professional Development.

Increased awareness of social injustices and inequities highlight the relevance and importance of diversity, equity, inclusion, and accessibility (DEIA) in health care. Former and recent graduates of pharmacy schools remain deficient in their knowledge of DEIA topics such as unconscious bias, which can directly influence health outcomes in an undesirable manner. Particular DEIA areas that are pertinent to pharmacy practice include: race, gender, sexual orientation, gender identity, ability status, religion, socioeconomic status, and political beliefs. The American Association of Colleges of Pharmacy (AACP) affirmed its commitment to DEIA as a priority. However, existing gaps in knowledge of pharmacy graduates in this area have the potential to contribute to health disparities and inequities, which are significant public health issues. We call on academic pharmacy institutions and professional pharmacy organizations to elevate DEIA topics and to designate them as essential to both addressing health equity and improving care for underserved populations. We also implore licensing boards to require continuing education related to DEIA as a foundational step to closing the knowledge gap for pharmacists in this area.

Impact of summer healthcare diversity camp on students' interest and pursuit of healthcare careers.

INTRODUCTION: The diversity of the United States population has increased drastically, yet minority enrollment in healthcare schools continues to be low. The annual Healthcare Diversity Summer Camp for underserved minority high school students with an interest in a future healthcare career was created to expose students to pharmacy, nursing, and dental medicine. METHODS: Camp participants completed pre- and post-surveys before and after attending the summer camp over four years to assess students' knowledge and confidence in pursuing a career in the healthcare field. Additionally, past participants were surveyed to assess academic progression following the completion of the camp. RESULTS: A total of 70 students completed both pre- and post-surveys during camp participation. Results were analyzed using descriptive statistics and paired t-test analysis. Post-survey results showed statistically significant improvement in comparison to pre-survey results. Of the past participants contacted, all except two are pursuing a healthcare-related degree. CONCLUSIONS: This camp was effective in increasing students' interest and awareness of nursing, pharmacy, and dental careers. The profound majority of participants that declared the intention of pursuing a career in healthcare showcases its impact. This interdisciplinary program can serve as a model pipeline program for healthcare institutions nationwide.

Holding pharmacy educators accountable in the wake of the anti-racism movement: A call to action.

INTRODUCTION: The recent murders of Black Americans has forced our society to reevaluate how the various systems in our nation view race and to attempt to dismantle and rebuild the structures that reinforce and perpetuate racial group inequity. PERSPECTIVE: Cultural awareness education has been broadly integrated into pharmacy curricula across the country to comply with accreditation standards. Health disparities are currently addressed in the context of race and ethnicity but lack the connection to racism. Cultural awareness education should focus more on racism and its impact on healthcare. IMPLICATIONS: In order to properly address racism in cultural awareness education, there has to be a deliberate curricular integration of anti-racism education addressing historical factors that have set the foundation of structural racism in this country. The current manifestations and impact on healthcare can be connected to this history. As a primary influencer of one of the most accessible healthcare professionals, pharmacy educators are at the forefront to educate and equip the next generation to strive for health equity in the context of racism.

Conceptualizing Social Ecological Model in Pharmacy to Address Racism as a Social Determinant of Health.

Racism has been declared a public health crisis. The COVID-19 pandemic has highlighted inequities in the US health care system and presents unique opportunities for the pharmacy Academy to evaluate the training of student pharmacists to address social determinants of health among racial and ethnic minorities. The social ecological model, consisting of five levels of intervention (individual, interpersonal, organizational, community, and public policy) has been effectively utilized in public health practice to influence behavior change that positively impacts health outcomes. This paper adapted the social ecological model and proposed a framework with five intervention levels for integrating racism as a social determinant of health into pharmacy curricula. The proposed corresponding levels of intervention for pharmacy education are the curricular, interprofessional, institutional, community, and accreditation levels. Other health professions such as dentistry, medicine, and nursing can easily adopt this framework for teaching racism and social determinants of health within their respective curricula.

The Rx-HEART Framework to Address Health Equity and Racism Within Pharmacy Education.

Objective. To identify gaps in health equity and anti-racism education across the pharmacy curriculum, define the key health equity and anti-racism concepts that are suggested to be included across the pharmacy curriculum, and recommend a framework with steps to integrate health equity and anti-racism education across the pharmacy curriculum.Findings. Other professions, such as social work, nursing, and medicine, have taken steps to address social injustice by integrating anti-racism into their curriculum. The National Association of Social Workers (NASW) advocates for "social justice and social change with and on behalf of clients" and included racism and health equity in its mission to eradicate "discrimination, oppression, poverty, and other forms of social injustice." The American Association of Colleges of Nursing (AACN) curricular standards for baccalaureate nursing education provided four key changes for immediate implementation to overcome structural, individual, and ideological racism (SIIR). In October 2020, the Association of American Medical Colleges (AAMC) released a four-pillar framework to address racism.Summary. The Academy must also actively engage in efforts to eradicate social injustices by incorporating into its curriculum topics that would result in the graduation of culturally and linguistically sensitive and structurally competent pharmacists. The five-phase framework, Pharmacy Health Equity Anti-Racism Training (Rx-HEART) provides guidance on how to accomplish the objectives described in this paper and the theme issue on social injustice.

U300 Insulin Glargine: A Novel Basal Insulin for Type 1 and Type 2 Diabetes.

Objective: To review clinical efficacy and safety of insulin glargine 300 units/mL (Gla-300), a novel high-concentration basal insulin. Data Sources: A MEDLINE search was performed to identify relevant articles published 1960 through February 2015 using the search term glargine 300. Published abstracts from conference proceedings of the American Diabetes Association 74th Scientific Sessions were identified. Study Selection and Data Extraction: Human studies that evaluated pharmacokinetics, efficacy, or safety of Gla-300 were included. Data Synthesis: Six trials investigated efficacy and safety of Gla-300; 3 of 6 trials were available in abstract form only. The EDITION group of trials compared Gla-300 to insulin glargine 100 units/mL (Gla-100) in several populations. These included subjects with type 1 diabetes continuing mealtime insulin and subjects with type 2 diabetes on basal and mealtime insulin, basal insulin and oral antidiabetic drugs (OADs), and with no prior insulin use. Three studies were multinational including 2 studies exclusive to Japanese participants. Each clinical trial was an open-label, multicenter, randomized study with 6 to 12 months of follow-up. Gla-300 demonstrated similar reductions in HbA1c compared to Gla-100. Basal insulin requirements increased by 11% to 17% with Gla-300 without excessive weight gain. Rates of overall hypoglycemia were similar with Gla-300 compared to Gla-100; however, 16% to 38% less nocturnal hypoglycemia was observed in type 2 clinical trials. Conclusions: Gla-300 in combination with mealtime insulin or OADs has shown comparable glycemic control with higher insulin dose requirements versus Gla-100, and may induce less hypoglycemia in patients with type 2 diabetes.

Active-learning strategies to develop health literacy knowledge and skills.

OBJECTIVE: To implement active-learning exercises in a required pharmacy course and assess their impact on students' knowledge and confidence in identifying and communicating with patients with low health literacy, as part of a required course in cultural competency, health literacy, and health beliefs. DESIGN: Active-learning activities including administering health literacy assessments, identifying informal signs of low health literacy, conducting mock patient counseling sessions, rating the readability of drug information, analyzing information in drug advertisements, and writing patient education materials were incorporated into the 6-sesssion health literacy portion of the course. ASSESSMENT: A pretest and posttest showed that students' knowledge of health literacy increased, and a retrospective pretest found improvement in students' confidence in their ability to care for patients with low health literacy. In-class discussions provided informal evidence that students gained new knowledge from the active-learning activities. CONCLUSION: The addition of active-learning activities was effective in teaching health literacy concepts to pharmacy students.

A cultural competency course for pharmacy students.

OBJECTIVE: To design, implement, and evaluate a course on health promotion and literacy. DESIGN: Course objectives such as the development of cultural competency skills, awareness of personal biases, and appreciation of differences in health beliefs among sociocultural groups were addressed using a team-based learning instructional strategy. Student learning outcomes were enhanced using readiness assessment tests (RATs), group presentations, portfolio reflections, and panel discussions. ASSESSMENT: Comparing precourse and postcourse Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals (IAPCC-R) scores and portfolio responses indicated enhanced progress toward cultural competency. The Student Evaluation of Teaching (SET) provided suggestions for course enhancements. CONCLUSIONS: Evidence supporting enhanced cultural competency after completing the course affirms its value as we prepare pharmacy students to provide patient-centered care in a culturally diverse world.