Creating Competencies for Providing Care in a Diverse, Equitable, and Inclusive Manner: A Delphi Technique.

Objective: Competencies related to diversity could be essential to training and assessing student pharmacists in their readiness to provide equitable and inclusive care. Such competencies are lacking in pharmacy education; therefore, this study aimed to explore the development of diversity competencies and supporting factors needed to prepare students to meet the competencies and provide patient care in a diverse, equitable, and inclusive manner.

Methods: Pharmacy diversity thought leaders were invited to participate in a 3-round modified Delphi survey.

Predicting Adherence to Aromatase Inhibitor Therapy among Breast Cancer Survivors: An Application of the Protection Motivation Theory.

The purpose of this observational study was to determine if the Protection Motivation Theory could predict and explain adherence to aromatase inhibitor (AI) therapy among breast cancer survivors. Purposive sampling was used to identify 288 survivors who had been prescribed AI therapy. A valid and reliable survey was mailed to survivors.

Interprofessional education in introductory pharmacy practice experiences at US colleges and schools of pharmacy.

Objective: To assess the extent to which US colleges and schools of pharmacy are incorporating interprofessional education into their introductory pharmacy practice experiences (IPPEs), and to identify barriers to implementation; characterize the format, structure, and assessment; and identify factors associated with incorporating interprofessional education in IPPEs.

Methods: An electronic survey of 116 US colleges and schools of pharmacy was conducted from March 2011 through May 2011.

Results: Interprofessional education is a stated curricular goal in 78% of colleges and schools and consistently occurred in IPPEs in 55%.

Cultural competence knowledge and confidence after classroom activities.

Objectives: To determine change in cultural competency knowledge and perceived confidence of second-year pharmacy students to deliver culturally competent care after completing a required cultural competency curriculum.

Design: Cultural competence material was covered in the second-year PharmD curriculum through lectures, laboratories, and an experiential/out-of-class assignment.

Assessment: Eighty-five second-year (P2) pharmacy students completed a survey which assessed influence of classroom activities related to cultural competence.