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Abstract
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Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
Integrating Systemic Racism into a First Professional Year Course with a Student-Led Symposium
Capstone
Judith DeLuca
Abstract
Discussion Forum (0)
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, perceptions, confidence, and opinions of systemic racism.
Methods: First-year professional students completed a group project as part of curricular work that describes the historical context and impact of systemic racism on health outcomes. Each project included a written paper and presentation at a student-led symposium. Students received guidance on this project through class discussion, resource navigation, de-escalating conversations, and feedback on written drafts and presentation slides. Students were surveyed pre- and post-symposium to assess the impact of the project on their knowledge, perceptions, confidence, and opinions of systemic racism. Non-student audience members were also surveyed on their opinions of the symposium. Students and audience members were excluded from the study if they were unable to provide informed consent. Students were excluded if they failed to complete both pre- and post-surveys. SPSS was used to complete statistical analyses. Open-ended survey responses were analyzed with qualitative statistics. Mean composite survey scores were calculated by category and compared with a one-way ANOVA.
Results: The student-led symposium was held on March 22, 2022, and analysis of the survey results will be completed in April 2022.
Conclusion: The integration of this student-led symposium capstone offers a model to assess student outcomes in the context of team-based learning. The historical and current impact of systemic racism on health disparities is an essential public health topic. This experience not only explores integration within the core curriculum, but it also offers a strategy to promote health equity and delivery of culturally competent care during the first, foundational year of a doctor of pharmacy program.
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