Currents in pharmacy teaching & learning · 2026
Exploring issues in education regarding the provision of reasonable accommodations for persons with intellectual disabilities in pharmacy education.
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Shoji Masaki, Imafuku Rintaro, Mizomoto Mei, Onda Mitsuko
Аннотация
BACKGROUND: Providing reasonable accommodations for persons with intellectual disabilities (ID) is increasingly recognized as an essential competency for pharmacists. However, pharmacy education in Japan often lacks training that reflects real-world interactions with this population.
OBJECTIVE: To explore practicing pharmacists' experiences and educational needs regarding support for persons with intellectual disabilities, and to identify implications for pharmacy communication education.
METHODS: Semi-structured interviews were conducted with 11 pharmacists working in community pharmacies and hospitals in Japan. Interviews focused on their experiences supporting persons with suspected ID and their perspectives on education. Transcripts were analyzed thematically using Braun and Clarke's six-phase approach.
RESULTS: Two overarching themes-"Educational Gaps" and "From Practice to Pedagogy"-and six subthemes were identified: (1) Experiential Learning and Educational Gaps, (2) On-the-Job Learning Through Imitation, (3) Personalized Communication Adaptation, (4) Removing Prejudice and Respecting Individuality, (5) Building Trust Through Repeated Interaction, and (6) Setting Boundaries and Staying Resilient. Participants emphasized the importance of adjusting communication to patient needs, reducing stigma, and learning through direct experience. Many reported a lack of educational exposure to ID during pharmacy school and developed their skills through informal, workplace-based learning.
CONCLUSION: Pharmacists' narratives highlight the need for communication education that goes beyond standardized assessment to foster empathy, adaptability, and patient-centered care. Pharmacy curricula should incorporate experiential learning opportunities with persons with disabilities and promote collaboration with practicing pharmacists.
OBJECTIVE: To explore practicing pharmacists' experiences and educational needs regarding support for persons with intellectual disabilities, and to identify implications for pharmacy communication education.
METHODS: Semi-structured interviews were conducted with 11 pharmacists working in community pharmacies and hospitals in Japan. Interviews focused on their experiences supporting persons with suspected ID and their perspectives on education. Transcripts were analyzed thematically using Braun and Clarke's six-phase approach.
RESULTS: Two overarching themes-"Educational Gaps" and "From Practice to Pedagogy"-and six subthemes were identified: (1) Experiential Learning and Educational Gaps, (2) On-the-Job Learning Through Imitation, (3) Personalized Communication Adaptation, (4) Removing Prejudice and Respecting Individuality, (5) Building Trust Through Repeated Interaction, and (6) Setting Boundaries and Staying Resilient. Participants emphasized the importance of adjusting communication to patient needs, reducing stigma, and learning through direct experience. Many reported a lack of educational exposure to ID during pharmacy school and developed their skills through informal, workplace-based learning.
CONCLUSION: Pharmacists' narratives highlight the need for communication education that goes beyond standardized assessment to foster empathy, adaptability, and patient-centered care. Pharmacy curricula should incorporate experiential learning opportunities with persons with disabilities and promote collaboration with practicing pharmacists.