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Director, UCSF Fresno Pharmacy Education Program, and Associate Professor of Clinical Pharmacy, Department of Clinical Pharmacy, School of Pharmacy, University of California-San Francisco, Fresno, CA
Associate Dean, Student and Curricular Affairs, School of Pharmacy, University of California-San Francisco
Assistant Professor of Pharmacy Practice, College of Pharmacy, Purdue University, West Lafayette, IN; Assistant Professor of Clinical Pharmacy, Department of Clinical Pharmacy, School of Pharmacy, University of California-San Francisco
Reprints: Dr. Assemi, UCSF Fresno Pharmacy Education Program, 155 N. Fresno St., Ste. 251, Fresno, CA 93701-2302, fax 559/499-6513, assemim{at}pharmacy.ucsf.edu
BACKGROUND: The Accreditation Council for Pharmacy Education adopted revised accreditation standards and guidelines for the PharmD degree program in January 2006. The revised standards mandate the inclusion of cultural competence in pharmacy curricula. Assessment tools to evaluate the impact of training are needed.
OBJECTIVE: To examine the psychometric properties of a 12 item scale designed to estimate the impact of cultural competence training on pharmacy students' self-efficacy in providing culturally appropriate patient care.
METHODS: A 12 item scale to assess the impact of an elective course
on pharmacy students' (N = 175; 173 analyzable) perceived self-efficacy in
providing culturally competent patient care was used before and after students
completed the training. Principal components analysis was conducted to examine
the underlying structure of the scale, and the Cronbach 
statistic was
computed as an estimate of internal consistency. Pre-versus posttraining
responses for each item and for the total scale scores were compared as an
indicator of concurrent validity.
RESULTS: The principal components analysis yielded a one-component
solution, "self-efficacy for cultural competence," which included
all 12 contributing items and accounted for 46% of the total variance. Item
communalities ranged from 0.25 to 0.58. Component loadings ranged from 0.50 to
0.76. Overall, the scale exhibited a Cronbach estimate of internal
consistency of 0.89. Posttraining scores were significantly higher than
pretraining scores for both the total scale scores (posttest and pretest mean
± SD score = 47.96 ± 5.15 and 34.21 ± 6.19, respectively;
p < 0.001) and for each item (p values < 0.001). These comparisons
provide evidence of concurrent validity.
CONCLUSIONS: Our results suggest that our 12 item scale exhibits acceptable psychometric properties and is a useful tool for estimating the impact of cultural competence training on pharmacy students' perceived self-efficacy for providing culturally competent care and services.
Key Words: cultural competence, pharmacy education, program evaluation
Published Online, November 7, 2006. www.theannals.com, DOI 10.1345/aph.1H248
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