Module Improves LGBTQ Cultural Competency Among Pharmacy Students

A module consisting of a lecture and lab activities improved pharmacy students’ LGBTQ cultural competency, according to new findings published in Currents in Pharmacy Teaching and Learning.

“Unfortunately, pharmacists have been considered one of the groups of health care providers with the least training on LGBTQ health care,” authors wrote.

The cohort study involved 74 first-year pharmacy students. The intervention was a 50-minute lecture, a 20-minute prelab assignment, and 45 minutes of lab activities. Students completed an assessment before and after the module, as well as a postlab reflection.

Researchers analyzed percentages of agreement to Likert-scale questions and common themes for answers to free-response questions. Data indicated a slight improvement in student knowledge, with pre- and post-assessment scores of 47.84% and 53.51%, respectively (P = .02).

Via multiple choice questions, students demonstrated statistically significant improvements in their knowledge of health disparities and culturally competent communication (P < .05). Responses to Likert-scale questions indicated students felt more confident using inclusive language and communicating after the module (64.79% vs 95.67%).

Postlab reflections showed students’ perceived improvement in their knowledge of health disparities (95.77%) and LGBTQ terminology (92.96%). Analysis of the reflections revealed 4 themes: respect, inclusivity, awareness, and avoiding assumptions.

“The module slightly improved student knowledge via assessment performance; however, student-reported knowledge and confidence regarding LGBTQ competency significantly improved,” researchers concluded. “This module can be utilized by schools of pharmacy as a model educational activity on LGBTQ cultural competency with lab-based application.”

Reference:
Napolitano F. Implementation and analysis of a LGBTQ cultural competency module on pharmacy student knowledge. Curr Pharm Teach Learn. Published online January 24, 2022. doi:10.1016/j.cptl.2022.01.006