Currents in pharmacy teaching & learning · 2018
Integration of transgender care into a pharmacy therapeutics curriculum.
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Ostroff Jared L, Ostroff Marissa L, Billings Stephanie, Nemec Eric C
Аннотация
BACKGROUND AND PURPOSE: To examine the impact of a lecture on transgender health given during a special populations therapeutics course on third-year (P3) pharmacy students' knowledge and confidence of transgender care.
EDUCATIONAL ACTIVITY AND SETTING: A two-hour lecture that included both cultural sensitivity and pharmacotherapy aspects of care for transgender individuals was added to a required two-credit therapeutics series offered at the end of the P3 year of a doctor of pharmacy curriculum. Following the lecture, students completed a 17-item knowledge-based survey and ranked their confidence with each answer on a 5-point scale. Students in the fourth-year (P4) class, who had not been given the lecture, also completed the survey.
FINDINGS: Students who attended the lecture had a significantly higher mean knowledge score and mean confidence score than students who did not attend. The P3 class had a mean knowledge score of 72.5% while the mean knowledge score for the P4 class was 63.4% (P < 0.01). The P3's mean confidence score was 76.8% and the P4's mean confidence score was 60.6% (P < 0.01).
DISCUSSION: To the authors' knowledge, this is the first report on incorporating the topic of transgender care to a required disease and therapeutics series in a college of pharmacy curriculum.
SUMMARY: Students who attended a lecture on care of transgender individuals performed significantly better on a knowledge-based assessment and reported having greater confidence in their answers than students who did not attend the lecture.
EDUCATIONAL ACTIVITY AND SETTING: A two-hour lecture that included both cultural sensitivity and pharmacotherapy aspects of care for transgender individuals was added to a required two-credit therapeutics series offered at the end of the P3 year of a doctor of pharmacy curriculum. Following the lecture, students completed a 17-item knowledge-based survey and ranked their confidence with each answer on a 5-point scale. Students in the fourth-year (P4) class, who had not been given the lecture, also completed the survey.
FINDINGS: Students who attended the lecture had a significantly higher mean knowledge score and mean confidence score than students who did not attend. The P3 class had a mean knowledge score of 72.5% while the mean knowledge score for the P4 class was 63.4% (P < 0.01). The P3's mean confidence score was 76.8% and the P4's mean confidence score was 60.6% (P < 0.01).
DISCUSSION: To the authors' knowledge, this is the first report on incorporating the topic of transgender care to a required disease and therapeutics series in a college of pharmacy curriculum.
SUMMARY: Students who attended a lecture on care of transgender individuals performed significantly better on a knowledge-based assessment and reported having greater confidence in their answers than students who did not attend the lecture.
Предметные рубрики MeSH
Clinical CompetenceCultural CompetencyCurriculumEducation, GraduateEducation, PharmacyEducational MeasurementFemaleHealth Knowledge, Attitudes, PracticeHealth Services for Transgender PersonsHumansMalePharmaceutical ServicesPharmacySelf EfficacyStudents, PharmacySurveys and QuestionnairesTransgender PersonsTranssexualism