Evaluating a first-exposure intercultural competence (ICC) lecture in a Master of Pharmacy (MPharm) cohort: a cross-sectional survey

Naqvi, A. A. ORCID: https://orcid.org/0000-0003-2637-0424, Samsom, M., Watson, L. and Islam, M. A. (2025) Evaluating a first-exposure intercultural competence (ICC) lecture in a Master of Pharmacy (MPharm) cohort: a cross-sectional survey. Pharmacy Education. ISSN 1477-2701 (In Press)

Abstract/Summary

Objective: The objective of this study was to evaluate an intercultural competency (ICC) lecture delivered at the Reading School of Pharmacy and assess its impact on students’ self-reported knowledge and perceived relevance to practice. Methods: A cross-sectional survey was conducted among MPharm students between September and December 2023 following delivery of an ICC lecture. Students completed an anonymised Online Surveys® questionnaire comprising five-point Likert items (1 = strongly disagree to 5 = strongly agree) evaluating clarity, achievement of learning outcomes, novelty, and relevance. Internal consistency was good (Cronbach’s α = 0.942). Descriptive statistics, frequencies (%), and regression analysis were conducted using SPSS (v. 25). Results: A total of 70 out of 226 students participated in the survey, giving a response rate of 31%. The majority identified as females (65.7%) and of Asian background (55.7%). More than half were in Year 3 (60%) and attended the lecture in person (68%). Most were home students (72.9%). Feedback on the lecture was as follows: clarity (x̄ = 3.86, SD = 1.03), achievement of learning outcomes (x̄ = 3.83, SD = 0.96), novelty (x̄ = 3.23, SD = 1.19), relevance to practice (x̄ = 3.75, SD = 0.93). Students suggested adding content on racial biases, religion, women's health, and disability to future sessions. In-person attendance was associated with a 0.401 increase in the overall mean score for agreement with statements (p = 0.049). Conclusion: The feedback indicates that students perceived the intercultural competence lecture as a valuable introduction to the topic. Their responses highlight areas for enhancement and suggest the need for broader integration of cultural competence teaching within the MPharm programme.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/127556
Refereed	Yes
Divisions	Life Sciences > School of Chemistry, Food and Pharmacy > School of Pharmacy > Pharmacy Practice Research Group
Publisher	FIP
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