Introduction: Intercultural competence is recognized as a crucial tool for addressing diversity issues at the pharmacy counter. In 2021, Vilnius University introduced a two-week blended-learning elective course on intercultural competences for pharmacy students. The course content and teaching methods are detailed elsewhere (1).
Aims: This study aimed to assess the impact of the course on diversity knowledge and attitudes among pharmacy students who participated in the course in 2022.
Methods: Students completed an online questionnaire before and after the course. Knowledge was evaluated by asking students to self-assess their understanding of diversity concepts. Attitudes were measured using a validated questionnaire on healthcare personnel perceptions of healthcare for ethnic minorities (2). Changes before and after the course were analyzed using generalized linear models with generalized estimated equations, adjusting for sociodemographic variables.
Results: A total of 18 students enrolled in the course; 15 responded to the questionnaire before, and 16 after the course. Ages ranged from 22 to 26 years, 76% were women. Before the course, "stereotyping" was the most well-known concept, while "intersectionality" was the least known (medians 7 and 2, respectively, range 1-10). The course significantly improved knowledge of four diversity concepts: "intersectionality," "implicit bias," "reflexivity," and "diversity theory" (adjusted p < 0.05). The strongest agreement before the course was with attitudes concerning pharmacists' duty to address minority patients' health issues, while the weakest agreement was with attitudes suggesting that minority patients need paternalistic care (medians 3.7 and 3.0, respectively, range 1-5). The course significantly reinforced the belief that similar backgrounds between care providers and patients ensure better communication (adjusted p < 0.01).
Discussion: The course enhanced knowledge of diversity concepts that were less known before, reflecting the regression to the mean phenomenon. Additionally, the course strengthened beliefs that similar backgrounds improve communication, warranting further investigation to ensure that the course does not introduce stereotypes.