Background

Attention to equity, diversity, and inclusion (EDI) is on the rise in Canada, the United States, and the world. While there are evolving efforts across various sectors, post-secondary institutions, in particular, are growing in EDI efforts. For health professional programs, including pharmacy, health disparities are addressed and improvements in health care are realized when faculty are committed to EDI in hiring, admissions, and teaching and learning. To inform the direction and highlight the importance of further EDI research, programming, and evaluation, this paper analyzes the existing literature in pharmacy education and the education of diverse groups.

Methods

Several databases were searched, resulting in 17 articles of varying scopes (e.g., reviews, commentaries, reports) that capture principles of pharmacy education for diverse or marginalized students. While other articles were screened for inclusion, the concepts of culture, equity, diversity, and inclusion were presented as part of classroom and curricular topics (e.g., learning about the topics) and did not contain mention or evaluation of the education of diverse or marginalized students in pharmacy.

Results

Pharmacy education literature for diverse and/or marginalized student groups is limited. While significant publications exist regarding pharmacy education about EDI, little attention has been given to how pharmacy programs and educators may adapt their teaching and learning practices, policies, procedures, and admission processes to move beyond the status quo.

Implications

Findings from this review will better inform pharmacy education programs to engage in the research and practice of conscious continuous improvement of safe spaces for diverse pharmacy students.

中文翻译：

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加拿大对不同群体学生药学教育的看法

背景

在加拿大、美国和世界范围内，对公平、多样性和包容性 (EDI) 的关注正在上升。虽然各个部门的努力都在不断发展，但大专院校尤其在 EDI 方面的努力正在增加。对于包括药学在内的卫生专业项目，当教师在招聘、招生和教学中致力于 EDI 时，可以解决健康差异并实现医疗保健的改善。为了指明方向并强调进一步 EDI 研究、编程和评估的重要性，本文分析了药学教育和不同群体教育的现有文献。

方法

搜索了几个数据库，产生了 17 篇不同范围（例如，评论、评论、报告）的文章，这些文章涵盖了针对不同或边缘化学生的药学教育原则。虽然其他文章被筛选为包容性，但文化、公平、多样性和包容性的概念作为课堂和课程主题的一部分（例如，学习这些主题）而没有提及或评估多元化或边缘化的教育药学的学生。

结果

针对多样化和/或边缘化学生群体的药学教育文献有限。虽然关于 EDI 的药学教育存在大量出版物，但很少关注药学项目和教育工作者如何调整他们的教学实践、政策、程序和录取流程以超越现状。

影响

本次审查的结果将更好地为药学教育计划提供信息，以参与有意识地持续改善各种药学学生安全空间的研究和实践。