Introduction

Pharmacy educators are responsible for providing appropriate resources for students of all abilities to eliminate barriers to accessible learning. This commentary focuses on the need for schools of pharmacy to provide equally accessible learning for students who are deaf/hard of hearing, including within the area of experiential education, while highlighting the potential challenges and areas for opportunity.

Commentary

Experiential education settings present unique challenges for students who are deaf/hard of hearing and their pharmacy educators due to the variety of educational settings and different learning logistics associated with experiential education in contrast to the learning environment of the classroom. Pandemic conditions have brought additional challenges since masks have limited the ability for students to lip read. The team has identified several resources to assist in the experiential setting.

Implications

In order to provide equally accessible experiential education for students who are deaf/hard of hearing, it is imperative that pharmacy educators work together with other stakeholders such as disability resource centers, experiential site preceptors, and information technology departments to address associated challenges. Lack of literature concerning students with disabilities and experiential education programs in the health sciences shows that this is an area in need of further research and study in order to advance understanding and provide accessible learning for students with diverse needs.

中文翻译：

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药学课程中聋人或听力障碍学习者的体验式教育

介绍

药学教育者负责为各种能力的学生提供适当的资源，以消除无障碍学习的障碍。本评论重点关注药学院需要为耳聋/听障学生提供平等的学习机会，包括体验式教育领域，同时强调潜在挑战和机遇领域。

评论

与课堂学习环境相比，体验式教育环境的多样性和与体验式教育相关的不同学习物流给聋/听障学生及其药学教育者带来了独特的挑战。大流行病带来了额外的挑战，因为口罩限制了学生唇读的能力。该团队已经确定了多种资源来协助体验环境。

影响

为了为耳聋/听障学生提供同样可访问的体验式教育，药学教育者必须与其他利益相关者（如残疾资源中心、体验式站点指导员和信息技术部门）合作，以应对相关挑战。缺乏关于残疾学生和健康科学体验式教育计划的文献表明，这是一个需要进一步研究和研究的领域，以促进理解并为有不同需求的学生提供无障碍学习。