Educational institutions increasingly recognize the importance of diversity, equity and inclusion (DEI) efforts to combat and dismantle structures that sustain inequities. However, successful DEI work hinges on individuals being authentic allies and incorporating allyship into their professional development. Allyship involves members of dominant groups recognizing their privilege and engaging in actions to create inclusivity and equitable spaces for all. Often times, individuals from dominant groups with desires to actively support others from marginalized groups are unsure how to fight oppression and prejudice. Our goal, as faculty with diverse perspectives and heterogeneous intersectional identities, is to provide readers with the tools to develop as an authentic ally through: 1) educating themselves about the identities and experiences of others, 2) challenging their own discomfort and prejudices, 3) dedicating the time and patience to learning how to be an ally, and 4) taking action to promote change toward personal, institutional, and societal justice and equality. Ultimately, each person must advocate for change because we all hold the responsibility. When everyone is an authentic ally, we all thrive and rise together.

Objective. To detail strategies reported in the literature for strengthening both health disparities and cultural competency (HDCC) instruction within various portions of pharmacy curriculum and co-curriculum.Findings. An appraisal of current strategies for incorporation of HDCC into each aspect of the pharmacy curriculum and co-curriculum revealed a paucity of literature describing processes for incorporation of both health disparities (HD) and cultural competency (CC) teaching throughout the pharmacy student's experience. Classroom strategies involved a single or series of courses in HDCC. Activities found to be effective involved case-based and community engagement exercises. Described recommendations for experiential education included preceptor development in areas of HDCC in order to assess student understanding of health disparities concepts, increasing student engagement with diverse patient populations, and implementation of cross-cultural communication models at clinical sites. Co-curricular and interprofessional (IPE) portions of pharmacy training were found to permit greater methodological flexibility, as they often confronted fewer time or space constraints than classroom endeavors. Documented methods for teaching of HDCC within co-curricular and IPE experiences included service learning, study abroad, symposia, and forums. Summary. Findings suggest that conceptual frameworks for HDCC should be utilized throughout the pharmacy curriculum, with learning activities mapped to relevant pharmacy education standards to ensure coverage of important practice competencies. Best practices also involve the use of contemporary tools, strategies, and resources from a crosssection of disciplines that provide opportunities for learners to correct misconceptions and biases through active situational problem-solving.

Objective. To identify and describe validated assessment tools measuring cultural competence relevant to pharmacy education. Methods. A systematic approach was used to identify quantitative cultural competence assessment tools relevant to pharmacy education. A systematic search of the literature was conducted using the OVID and EBSCO databases and a manual search of journals deemed likely to include tools relevant to pharmacy education. To be eligible for the review, the tools had to be developed using a study sample from the US, have at least one peer-reviewed validated publication, be applicable to the pharmacy profession, and be published since 2010. Results. The search identified a total of 27 tools from the systematic literature and manual search. A total of 12 assessment tools met the criteria to be included in the summary and their relevancy to pharmacy education is discussed. Conclusion.A review of literature demonstrates that assessment tools vary widely and there is no universal tool to assess cultural competence in pharmacy education. As cultural competence is a priority within the accreditation standards for Doctor of Pharmacy education, pharmacy programs are encouraged to develop additional tools that measure observed performance.

Pharmacy has recognized the importance of health disparities and cultural competency (HDCC) education for two decades. More recently, there has been emphasis on incorporating equity, diversity and inclusion (EDI) in pharmacy programs. While many institutions identify a need to incorporate a programmatic approach to HDCC education in order to meet the growing needs of a diverse population, pharmacy curricula continue to lack a holistic, programmatic approach to this vital piece of pharmacy education and the societal challenges our graduates will face throughout their careers. More than ever, pharmacists should graduate with the knowledge, values, and skills to provide culturally appropriate care for a diverse patient population. This commentary is advocating for a holistic, programmatic approach to integrating HDCC education and serves as a call to action for curricular development. It is hoped that this commentary will also set the foundation for additional scholarly work and recommendations regarding a programmatic approach.

The 2013 American College of Clinical Pharmacy (ACCP) White Paper by O'Connell et. al introduced instructional approaches and resources for assessing health disparities (HD) and cultural competency (CC) training within the pharmacy curriculum. Instructional standards such as the Accreditation Council for Pharmacy Education (ACPE) Standards 2016 have been updated to state the importance of teaching "cultural awareness" and exposure to "diverse populations" within pharmacy curricula. There remains a gap in understanding how various programs should implement these concepts. To ensure that the knowledge students learn is meaningful, it is critical for approaches to HDCC education to be intentional, integrative, and comprehensive. Without this approach, students may lose key skills and be unable to deliver culturally responsive, patient-centered care upon graduation. In this themed issue, five papers will introduce areas for HDCC inclusion and explore how these topics are currently being covered in pharmacy education. Recommendations on best practices are provided.