Cultivating Cultural Competence in Pharmacy Education: Evaluation of Student Knowledge, Attitudes and Perceptions of a Workshop-Based Approach

Abstract

A cultural competence workshop was embedded in the pharmacy curriculum. Cultural competence refers to the ability to interact effectively with individuals from diverse backgrounds, a skill essential for both higher education environments and professional healthcare settings. Personal cultural perspectives can subtly shape the delivery of healthcare. Enhancing cultural competence helps to address health inequalities, supporting the development of practitioners who are both inclusive and equipped for sustainable practice. Students engaged in small, diverse groups to discuss cultural perspectives and participated in activities designed to encourage critical reflection. These included evaluating a pharmacist-patient consultation involving language barriers, exploring how beliefs affect health practices, identifying inclusive terminology and recognising factors affecting health inequalities. A self-reflection tool was used to help students assess their own biases and areas for development.

Following the workshop, 82 students from 112 (73%) in the cohort completed a survey. The majority of respondents were aged 18-24, female, and represented a wide range of ethnic and religious backgrounds. While over half of the students could accurately define cultural competence and most identified inclusive language, fewer demonstrated understanding of how religious beliefs influence prescribing decisions. The majority of students reported positive outcomes from the workshop. Nearly three quarters felt their understanding of health inequalities had improved, and 70% became more aware of their own cultural biases. Two-thirds noted enhanced comprehension of inclusive language and acknowledged the need to further develop their cultural competence. Students appreciated the opportunity to learn about diverse cultures and beliefs, particularly valuing the interactive nature of the session and safe space for open discussion. However, gaps in deeper knowledge highlight the need for ongoing integration of cultural competence into the curriculum.