Implementation of Cultural Intelligence Education into Doctor of Pharmacy Curricula: A Review

Objective: To utilize the Consolidated Framework for Implementation Research (CFIR) to identify key determinants that impact successful integration of cultural intelligence trainings in PharmD classes and develop recommendations to address barriers to these trainings.

Methods: Terms related to cultural intelligence were searched in PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. Articles were imported into Covidence and screened for content related to cultural intelligence in PharmD programs, specifically in classroom settings. Forty-eight articles were reviewed using deductive coding with CFIR determinants.

Results: The literature was highly descriptive of the design aspect of the Innovation Domain; intended advantages in specific course design and course content were presented in detail. The Outer Setting was represented through mentions of Accreditation Council for Pharmacy Education (ACPE) standards, as well as local attitudes towards receiving cultural intelligence education. The Inner Setting was represented through pharmacy school mission statements, and the Individuals Domain was infrequently mentioned. Reflection and Evaluation was a focal point of many articles, as this was used as both a measure of student learning and as a source of feedback for the novel trainings.

Conclusion: Schools of pharmacy utilize various strategies to implement cultural intelligence trainings, and key factors include reflections, local interests, and regional demographics. The strategy of developing and implementing a specific tool for quality monitoring may aid in prioritizing these interests in a more intentional manner, while providing students a clear reference for their learning experiences.