Adapting Pharmacy Education For Equity And Inclusion: A 25-year Evolution Of The Community Engagement Programme At Rhodes University

• By: BURTON, Sue (Rhodes University, South Africa)
• Co-author(s): Prof Sue Burton (Rhodes University, Makhanda, South Africa)
  Mrs Monique Purcell (Rhodes University, Makhanda, South Africa)
  
• Abstract:

  Adapting Pharmacy Education for Equity and Inclusion: A 25-Year Evolution of the Community Engagement Programme at Rhodes University
  Sue Burton and Monique Purcell
  Faculty of Pharmacy, Rhodes University, South Africa
  Introduction:
  The Community Engagement Programme (CEP) at Rhodes University, South Africa, represents a significant initiative in the evolution of pharmacy education towards embracing equity and inclusion. Initiated in a period marked by a sharply divided healthcare system and a transitioning societal landscape, the CEP has undergone substantial transformations to address the changing needs and demographics of its student body while also striving to mitigate persistent healthcare disparities in the country. This paper delves into the 25-year journey of the CEP, showcasing its adaptability and the shift in its educational approach in response to South Africa's changing student demographics and health environment.
  The CEP was initially designed to expose pharmacy students, mainly from white and Indian backgrounds, to the living conditions and health challenges faced by the predominantly black population. Over the past 25 years, the programme has evolved, reflecting not just the changing demographics of its students but also a broader understanding of the role of pharmacy education in fostering social responsibility and equity.
  Methods
  The study employed qualitative research methods, including an analysis of programme documentation and in-depth interviews with key stakeholders involved in the CEP. This methodological approach facilitated a comprehensive analysis of the programme's pedagogical evolution from its initial focus on Kolb’s experiential learning framework to a more integrated service-learning approach. This transition is particularly significant in light of the shift in student demographics from predominantly white and Indian in 1999 (15%) to predominantly black-African by 2022 (84%), who bring a lived experience of the healthcare challenges the programme aims to address.
  Results
  Initially, the CEP aimed to provide pharmacy students with a passive observational experience of healthcare realities. However, with the demographic shift and direct experiences of the students themselves, the programme has been restructured towards active engagement and hands-on service provision. This transformation is facilitated through collaborations with public health services and the community, where students contribute to health service delivery via a faculty-operated mobile health unit. This approach not only enhances the students' practical skills but also instils a sense of social responsibility by delivering real benefits to the rural and semi-rural communities served.
  The transition to a service-learning pedagogy within the CEP has had profound implications for both the educational experience of the students and the communities they serve. This pedagogical shift reflects a broader understanding of the role of pharmacy education in bridging healthcare disparities and promoting equity.
  Conclusion
  The evolution of the CEP at Rhodes University underscores the importance of the need for educational programmes to adapt to reflect changing student demographics, societal shifts, and healthcare challenges. This case study exemplifies the role that pharmacy education can play in advancing social responsibility, equity, and inclusion, preparing future pharmacists as catalysts for positive change in the healthcare system.