Assessing Cultural Competence Before and After Online Teaching Modules on Social Determinants of Health

Authors

Charlie Wright PharmD, BCPS, Harding UniversityFollow
Barrett Carter PharmD, BCPS, Harding UniversityFollow
Ellen Jones PharmD, BCACP, Harding UniversityFollow

Document Type

Poster

Publication Date

10-2025

Abstract

Introduction:

Cultural competence is essential to provide care to diverse populations and is required in pharmacy curriculum (ACPE Standard 2.1). As pharmacists increasingly serve diverse patient populations, understanding social determinants of health (SDOH) becomes critical in clinical decision-making. Given the emphasis on competency-based education, there is a need to evaluate innovative teaching methods ensuring pharmacy students are prepared to deliver culturally-sensitive care.

Research Question or Hypothesis:

What is the effectiveness of interactive online modules focused on SDOH in improving knowledge, awareness, and attitudes of first-year pharmacy students?

Study Design:

A quantitative pre/post-survey design was used to assess changes in cultural competence, using the validated Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) survey for pharmacy students.

Methods:

The online modules introduced key components of SDOH and cultural competency. SAPLCC was administered before/after module completion. Data was analyzed with descriptive statistics, and pre/post perception ratings were compared with sign tests. The primary outcome was change in self-perception ratings of cultural competence after module completion. Subgroup analyses explored demographic groups.

Results:

24 students completed SAPLCC, which utilizes a Likert scale of 1-4 (4 indicates highest level of cultural competence). The most significant positive change was observed in the Skills domain with 200% increase in median (1 vs. 3, p=<.00001). Students indicated greater ability to perform culturally-sensitive treatment plans post-intervention. The Abilities and Awareness domains showed the least difference. Students already felt confident assessing needs of special populations, and there was no change in median score (3 vs. 3). No differences based on student gender/race/ethnicity were observed.

Conclusion:

These findings suggest online modules are a suitable method for improving cultural competence among pharmacy students. Despite a small sample, results show improved self-perceived cultural competence after the modules. Future plans include using SAPLCC program-wide to monitor student growth and guide curriculum.

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author

Recommended Citation

“Assessing Cultural Competence Before and After Online Teaching Modules on Social Determinants of Health” American College of Clinical Pharmacy Annual Meeting; Minneapolis, MN National Poster Presentation, Wright, C., Carter, B., and Jones, E.