| Abstract |
Promoting diversity, equity, and inclusion (DEI) in the healthcare workforce is critical to reducing health disparities and improving quality of care and patient outcomes.1 Despite the increasing awareness of the importance of DEI in healthcare, most pharmacy curricula have yet to identify DEI as a core topic for didactics or learning outcomes.2 This lack of incorporation leads to a practical knowledge gap for students in their advanced pharmacy practice experiences (APPEs), necessitating the aid of pharmacy preceptors to fill this gap. However, as DEI is often not recognized as one of the learning outcomes, preceptors seldom prioritize DEI discussions. Despite the challenges faced, it is essential to examine potential DEI frameworks for pharmacy learners as the recognition and representation of diverse identities become increasingly relevant in modern society. In this article, implicit biases are explored and methods for incorporating DEI discussion into an APPE curriculum are discussed. |
| Authors |
Tianrui Yang  , Becky S Linn  , Jane Bennis
|
| Journal Info |
Oxford University Press | American Journal of Health-System Pharmacy , vol: 81
, iss: 8
, pages: 275 - 278
|
| Publication Date |
11/15/2023 |
| ISSN |
1079-2082 |
Type |
article |
| Open Access |
bronze
|
| DOI |
https://doi.org/10.1093/ajhp/zxad279 |
| Keywords |
Diversity in Medical Education (Score: 0.654348) , Faculty Development (Score: 0.554806) , Patient-Oriented Learning (Score: 0.541972) , Pharmacist Intervention (Score: 0.533818) , Continuing Medical Education (Score: 0.527585)
|
