Developing the “Upstreamist” through Antiracism Teaching in Pharmacy Education

Robinson, Kristin H.; Drame, Imbi; Turner, Malaika; Brown, Chanae

doi:10.5688/ajpe8585

Cited by 11 publications

(6 citation statements)

References 51 publications

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“…Recently, several active frameworks and pedagogical approaches have been proposed which recommend ways to interweave health equity and anti-racism education across the curriculum. [35][36][37] Many of these models show that curricular mapping and longitudinal integration must play a vital role to ensure proper addition and sufficient education on antiracism and health disparities in the curriculum. One proposed framework suggests an innovative five level strategy consisting of curricular, interprofessional, institutional, community, and accreditation interventions.…”

Section: Discussionmentioning

confidence: 99%

Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

Tupas

Campbell

Lewis

et al. 2023

American Journal of Pharmaceutical Education

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Section: Discussionmentioning

confidence: 99%

Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

Tupas

Campbell

Lewis

et al. 2023

American Journal of Pharmaceutical Education

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“…Antiracism was specifically conceptualized as reflection on structural racism (Carrijo et al, 2022), resisting oppressive structures (Koch, 2021), dismantling health disparities (Robinson et al, 2021), and a 4-step framework to see, name, understand, and to act (Solomon et al, 2021). Curricula based on this understanding of antiracism had the potential to overlap with AOP depending on its implementation.…”

Section: Focus On Antiracismmentioning

confidence: 99%

Anti-oppression pedagogy in health professions: a scoping review

Smith,

McGuire-Adams,

Eady

2024

Adv in Health Sci Educ

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Health professional learners are increasingly called to learn about health inequity to reduce inequities and improve patient care and health outcomes. Anti-oppression pedagogy (AOP) addresses the need for health professional learners to understand multiple health inequities and the structures and systems that produce inequities. However, the inclusion of AOP in health professions education varies and there is a lack of clarity in its conceptualization and integration. A scoping review was conducted to address this gap and to understand how AOP is conceptualized and integrated in health professions education. Thirty-six articles met the inclusion criteria. The articles demonstrated that AOP is not commonly utilized terminology within health professions education. When AOP is integrated, it is not consistently conceptualized but is generally viewed as a broad concept that focuses on antiracism; decoloniality; intersectionality; and supporting learners to understand, critically reflect on, and act against structural and systemic forms of oppressions. In addition, there is variation in the integration of AOP in health professions education with the most common methods consisting of discussions, cases, reflection, learning through lived experiences, and the incorporation of humanities within a longitudinal curriculum. The results of this scoping review highlight the need for health professions education to develop one clear concept that educators use when teaching about anti-oppression, which may reduce working in silos and allow educators to better collaborate with each other in advancing this work. In addition, this review suggests that health professional programs should consider incorporating AOP in curricula with a broad and longitudinal approach utilizing the common methods of delivery. To better support programs in including AOP in curricula, further research is required to emphasize the benefits, provide clarity on its conceptualization, and determine the most effective methods of integration.

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“…29 Calls for renewed efforts to teach cultural competence and recommended teaching strategies have been published. [30][31][32][33] It is time for the pharmacy academy to recognize the relationship between systemic racism, social determinants of health and health equity, and not teach these topics in a cursory fashion, but rather as a critical component of the education of pharmacists. In addition, students must learn how health care systems and health benefits favor some segments of our population while disadvantaging others.…”

Section: Introduction and Commission Chargesmentioning

confidence: 99%

Impact of Social Forces and Environmental Factors on Healthcare and Pharmacy Education: The Report of the 2021-2022 AACP Argus Commission

DiPiro

Allen

Lin

et al. 2023

American Journal of Pharmaceutical Education

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The Argus Commission was charged to critically examine the social forces that will likely have a significant impact on population health in the United States over the next 10-20 years. The confluence of the COVID-19 pandemic and numerous climate-change related disasters had profound and negative consequences for the US in the last several years, including exacerbation of health disparities already evident in populations of color. The Argus Commission advocates for changes in the curricular integration regarding these social forces and their consequences on individual and population health. Further, action by the academy to advocate and work for meaningful change is essential. A number of policy statements, recommendations and suggestions are included in the report.

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Developing the “Upstreamist” through Antiracism Teaching in Pharmacy Education

Cited by 11 publications

References 51 publications

Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

Baseline Assessment of Systemic Racism Education in Pharmacy Curricula

Anti-oppression pedagogy in health professions: a scoping review

Impact of Social Forces and Environmental Factors on Healthcare and Pharmacy Education: The Report of the 2021-2022 AACP Argus Commission

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