eprintid: 10201110
rev_number: 13
eprint_status: archive
userid: 699
dir: disk0/10/20/11/10
datestamp: 2024-12-10 12:57:59
lastmod: 2024-12-10 12:57:59
status_changed: 2024-12-10 12:57:59
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Norton, WE
creators_name: Kebodeaux, CD
creators_name: Phillips, A
creators_name: Donohoe, KL
creators_name: Caldas, LM
title: Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds
ispublished: pub
divisions: UCL
divisions: B02
divisions: C08
divisions: D10
divisions: G10
keywords: Pharmacy education, Skills laboratory, Religious considerations, Entrustable professional activities
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
abstract: BACKGROUND: The American Council for Pharmacy Education outlines that pharmacists should be able to “recognize social determinants of health to diminish disparities and inequities in access to quality care.” This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care. IMPACT: First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (n = 23) or the control group of reading an educational pamphlet (n = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives. RECOMMENDATIONS: There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups. DISCUSSION: Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum.
date: 2025-02
date_type: published
publisher: Elsevier BV
official_url: http://dx.doi.org/10.1016/j.cptl.2024.102232
full_text_type: other
language: eng
verified: verified_manual
elements_id: 2338843
doi: 10.1016/j.cptl.2024.102232
medium: Print-Electronic
pii: S1877-1297(24)00264-8
lyricists_name: Phillips, Adam
lyricists_id: AKPHI32
actors_name: Harris, Jean
actors_id: JAHAR68
actors_role: owner
funding_acknowledgements: [Monash University]
full_text_status: restricted
publication: Currents in Pharmacy Teaching and Learning
volume: 17
number: 2
article_number: 102232
event_location: United States
citation:        Norton, WE;    Kebodeaux, CD;    Phillips, A;    Donohoe, KL;    Caldas, LM;      (2025)    Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds.                   Currents in Pharmacy Teaching and Learning , 17  (2)    , Article 102232.  10.1016/j.cptl.2024.102232 <https://doi.org/10.1016/j.cptl.2024.102232>.      
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10201110/5/Phillips_Live%20and%20learn-%20Utilizing%20MyDispense%20to%20increase%20student%20knowledge%20and%20confidence%20in%20caring%20for%20patients%20with%20diverse%20religious%20backgrounds_AAM.pdf
document_url: https://discovery.ucl.ac.uk/id/eprint/10201110/6/Phillips_Live%20and%20learn.%20Utilizing%20MyDispense%20to%20increase%20student%20knowledge%20and%20confidence%20in%20caring%20for%20patients%20with%20diverse%20religious%20backgrounds_SuppM.pdf