A Scoping Review of Active-Learning Strategies for Teaching Social Determinants of Health in Pharmacy

• Published in: American journal of pharmaceutical education Vol. 84; no. 11; pp. 8241 - 1490
• Main Authors: Kiles, Tyler, Jasmin, Hilary, Nichols, Brittany, Haddad, Romena, Renfro, Chelsea P.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.11.2020; American Association of Colleges of Pharmacy; Elsevier Limited; American Journal of Pharmaceutical Education
• Subjects: Active learning; Curricula; Curriculum; Drug stores; Education; Education, Pharmacy; Educational research; Educational Strategies; Experiential learning; GDP; Gross Domestic Product; Health care; Humans; Learner Engagement; Learning activities; Learning Strategies; Methods; Neighborhoods; Patients; Pharmaceutical Education; Pharmaceutical sciences; Pharmacy; Problem-Based Learning; Public health; Review; Simulation; social determinants; Social Determinants of Health; Student participation; Study and teaching; Subject heading schemes; Teaching; Teaching Methods; United States; United States > US; Qatar; social determinants; active learning; simulation
• ISSN: 0002-9459; 1553-6467; 1553-6467
• DOI: 10.5688/ajpe8241

Objective. To review current conceptualizations and measurements of active-learning education within Doctor of Pharmacy degree programs as it pertains to social determinants of health (SDOH) and to determine the gaps and limitations in available literature. A secondary objective was to assess simulation-based educational methods related to SDOH in pharmacy. Findings. Sixteen articles were eligible for inclusion. Many simulation-based and non-simulation-based teaching strategies are described. The majority of articles included active-learning activities related to social/community context and health/health care, the other three 3 social determinants of health domains: education, economic stability, and neighborhood/built community, were not equally addressed. In the studies included in this review, schools and colleges of pharmacy did not appear to not be integrating all five components of SDOH into active learning curricula. The sparsity of literature and lack of diversity in published types of simulated experiences and assessments may suggest there is room for innovation in this area. Summary. More research is needed in order to fully characterize conceptualizations of social determinants of health in Doctor of Pharmacy degree programs in order to ensure students are provided with a full understanding of the SDOH factors that affect patient outcomes.