(375) Student Identified Professional Development from an Introductory Pharmacy Practice Experience Diversity, Equity, and Inclusion Reflection

Objective : To assess first-year (P1) students’ ideas for professional development to improve their knowledge, skills, and attitudes to better care for medically underserved populations following their introductory pharmacy practice experience (IPPE).

Methods: P1 students completed a required 40-hour community IPPE and answered reflection questions focused on diversity, equity, and inclusion (DEI) from their experiences with medically underserved populations. The reflection included a prompt where students listed ideas for professional development to improve their ability to care for medically underserved populations. Content analysis of the reflections was conducted by three individuals. Coding was conducted using Dedoose with both individual coding and cross-functional meetings to improve inter-rater reliability.

Results: There were 192 reflections included. The continuing professional development (CPD) cycle emerged as the framework with both the reflect and plan components as overarching themes. Themes from the reflect component included knowledge, skills, and attitudes that students wanted to improve. Examples include learning about translation services, different cultures/customs, resources for patients, or implementing empathy, patient advocacy, and DEI practices. Plan themes included reflection, information seeking, participation in DEI training/workshops, shadow/experience in a pharmacy, taking an elective course, or volunteering.

Conclusions: P1 IPPE students were able to craft individual CPD plans to improve their care for medically underserved populations. These plans demonstrated students’ ability to recognize health disparities while considering cultural and social factors to decrease disparities. This assignment is easily transferred to a wide variety of sites and could be adopted by other pharmacy programs.