Scientific Poster Session II: Late-Breaking Original Research

Late Breaking Original Research
  Sunday, November 12, 2023
  12:45 PM–02:15 PM

Abstract

Introduction: Equity, diversity, inclusion, and accessibility is a strategic priority for healthcare education. Preliminary data shows that diversity is largely not present in case-based learning materials, but when included, systemic racism and discrimination may be present. Hypotheses according to social cognition theory suggest that learning material may promote harm due to a ‘hidden curriculum’ that directs students to focus on specific characteristics of patients rather than focusing on the patient case. These hypotheses need to be tested to better understand how learning material can be redesigned to minimize cultural biases and stereotypes.

Research Question or Hypothesis: How do pharmacy students conceptualize a patient when reviewing a clinical case with varying representation of diversity?

Study Design: A qualitative, virtual interview-based study was conducted to determine how pharmacy students synthesize and construct visual representations of patients depicted in case-based learning materials.

Methods: Students were exposed to 6 different patient cases with varying characteristics of diversity present and were asked to think-aloud of how they visualized that patient. Audio-recordings were transcribed verbatim and framework analysis was used to code and categorize data. Themes were interpreted and confirmed by the investigator team from categorized data.

Results: Eighteen interviews were conducted, and six themes were identified to explain how students conceptualize case patients: case data, self-reflection, personal experiences, professional experiences, population stereotypes, and societal norms. Students drew from one or more of these themes depending on availability of case data present and their own experiences.

Conclusion: The findings of this study align with social cognition theory and support the notion that limiting diversity descriptors within cases may promote a hidden curriculum by requiring students to rely on their own personal experiences or default to population stereotypes and societal norms when conceptualizing patient case data.

Presenting Author

Kathleen Bergin BSc Pharmacy
Dalhousie Univeristy

Authors

Breanna Laffin BSc Pharmacy
Dalhousie Univeristy

Kyle Wilby PhD