This product is an ASHP Learning Center https://elearning.ashp.org/ activity.
Accreditation
The American Society of Health-System Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education with Commendation.
Target Audience
The activities are intended for pharmacists and pharmacy technicians seeking to expand their knowledge and skills in diversity, equity, and inclusion.
Overview
The ASHP Diversity, Equity, and Inclusion Certificate is designed for participants to increase their knowledge and skills necessary to apply strategies for enhancing diversity, equity, and inclusion in their professional practices and personal lives. The curriculum of the ASHP Diversity, Equity, and Inclusion Certificate addresses foundational concepts such as social determinants of health, strategies for recognizing unconscious bias, cultural competency, intersectionality, and gender equality. Upon completion of all the modules, participants should be able to employ approaches to counteracting racism within healthcare; creating an affirming environment; recruiting and retaining a diverse and inclusive team; and implementing a diversity, equity, and inclusion strategic plan.
Diversity, Equity, and Inclusion Certificate Requirement
Once a learner has completed the educational curriculum, they will have the opportunity to complete an online comprehensive exam. Once the learner completes the exam (minimum 80% passing rate; unlimited attempts permitted), they will earn the professional certificate.
Educational Activities
Diversity, Equity, and Inclusion; Unconscious Bias; and Intersectionality in Healthcare
ACPE: 0204-0000-24-749-H04-P&T
Activity Type: Application-based
CE Hours: 3 contact hours
Learning Objectives:
- Define the terms diversity, equity, inclusion (DEI).
- Summarize the implications of non-diverse, non-inclusive, and inequitable policies and practices.
- Summarize the benefits of a culture that embraces DEI in various settings.
- Explain strategies for implementing DEI.
- Identify the values, standards, or behaviors you place the most emphasis on in evaluating people.
- Summarize the impact of your background on how you view yourself.
- Summarize the impact of your background on how you view others.
- Explain the function of bias and the unconscious mind.
- Identify how unconscious bias influences our decision-making.
- Apply the process of identifying unconscious bias within your organization.
- Define the impact of identity, power, and intersectionality on your role in healthcare.
- Evaluate strategies to explore identity and intersectionality in practice.
- Practice an intersectional approach.
Race
ACPE: 0204-0000-24-750-H04-P&T
Activity Type: Application-based
CE Hours: 3.25 contact hour
Learning Objectives:
- Summarize the history of American racial slavery.
- Explain the role of the scientific community in the construction of racial concepts and categories.
- Summarize the connection between early racial concepts and the oppression of people of color in society.
- Identify examples of race and racism in scientific/medical research.
- Summarize the long-term effects of racist experimental practices on specific patient populations within the US.
- Discuss the impact of systemic racism on provider decision-making.
- Discuss the impact of historical racism on patient perceptions and experience with the healthcare system.
- Explain how racially biased decision-making can impact patient outcomes.
- Analyze patient care models that address various levels of racism.
- Apply strategies that pharmacists can use to counteract racism within healthcare.
Gender Equity
ACPE: 0204-0000-24-751-H04-P&T
Activity Type: Application-based
CE Hours: 2.75 contact hours
Learning Objectives:
- Describe the current landscape of healthcare leadership in relationship to gender.
- Explain why gender discrepancies exist in healthcare leadership roles.
- Explain the following terms and how they relate to gender bias in the workplace: microagressions, implicit bias, confirmation bias, gender norms, gender roles, gender stereotypes, and imposter phenomenon.
- Describe barriers to career development and advancement experienced by women.
- Summarize the representation of women in workplace leadership positions across all industries in general, and healthcare specifically.
- Compare allyship, sponsorship, and mentorship.
- Develop a plan for sponsoring colleagues in the workplace.
- Describe trends identified in the American Association of Colleges of Pharmacy 2022 National Pharmacist Workforce Study and their impact on leadership roles in pharmacy practice.
- Explain what is meant by the following: glass ceiling, glass cliff, and glass escalator.
- Construct a needs assessment of workplace solutions at one’s institution.
- Create employer-based solutions for addressing gender inequities.
- Describe methods for expressing concerns related to gender inequities.
LGBTQ+ Diversity, Equity, and Inclusion
ACPE: 0204-0000-24-752-H04-P&T
Activity Type: Application-based
CE Hours: 1.5 contact hours
Learning Objectives:
- Define the term sexual and gender minorities (SGM).
- Differentiate commonly used terminology used to describe gender identities and sexual orientations, including the acronym components of LGBTQ+.
- Explain the complex web of social determinants of health that contribute to healthcare disparities experienced by SGMs.
- Describe the methods used to create/improve practice site and/or healthcare professionals’ cultural competency serving LGBTQ+ people.
- Analyze health systems and/or practice sites for an affirming environment for LGBTQ+ colleagues, trainees, and patients.
- Discuss LGBTQ-related social and health barriers via patient vignettes.
- Identify potential solutions to LGBTQ-related barriers.
- Analyze health systems and/or practice sites for an affirming environment for LGBTQ+ colleagues, trainees, and patients.
Gender Affirming Hormone Therapy
ACPE: 0204-0000-24-753-H04-P&T
Activity Type: Application-based
CE Hours: 2 contact hours
Learning Objectives:
- Discuss the medical assessment used to determine candidacy for gender-affirming hormone therapy (GAHT).
- Explain the importance of a mental health evaluation in determining readiness to begin GAHT, as well as collaboration with a mental health provider when caring for a patient undergoing gender transition.
- Compare the informed consent models used for patients considering GAHT.
- Identify moderate- to high-risk health conditions that must be considered prior to initiation of feminizing hormone therapy (HT).
- Recommend appropriate feminizing hormone therapy (HT) regimens for specific patients.
- Describe the effects of feminizing HT regimens (e.g., expected effects, potentially adverse effects, and irreversible effects), and interventions used to manage these effects when necessary.
- Recommend monitoring parameters for patients receiving feminizing HT regimens.
- Identify moderate- to high-risk health conditions that must be considered prior to initiation of masculinizing hormone therapy (HT).
- Recommend appropriate masculinizing hormone therapy (HT) regimens for specific patients.
- Describe the effects of masculinizing HT regimens (e.g., expected effects, potentially adverse effects, and irreversible effects), and interventions used to manage these effects when necessary.
- Recommend monitoring parameters for patients receiving masculinizing HT regimens.
- Explain the importance of sexual and reproductive history-taking.
- Summarize the approach to gender-affirming hormone therapy (GAHT) in pediatric / adolescent patients.
- Describe the pharmacists’ role in caring for patients receiving GAHT in general, and specifically in a GAHT clinic setting.
Health Disparities
ACPE: 0204-0000-24-754-H04-P&T
Activity Type: Application-based
CE Hours: 2 contact hours
Learning Objectives:
- Define “health”.
- Describe the relationships among health equity, health disparities, and the social determinants of health (SDOH).
- Explain the role of education in health outcomes.
- Identify the domains of the social determinants of health (SDOH) and the factors within each domain.
- Describe the interrelated nature of the SDOHs.
- Describe the Upstream Downstream Framework for social determinants of health (SDOH).
- Explain how some SDOH factors are impactful early in the life cycle.
- Explain how race affects the social determinants of health (SDOH).
- Describe the role of the SDOH during a public health crisis, such as the COVID-19 pandemic.
- Give examples of actions pharmacists can take to address health disparities at the patient, practice, and community levels.
Diversity, Equity, and Inclusion: Implementation Strategies
ACPE: 0204-0000-24-755-H04-P&T
Activity Type: Application-based
CE Hours: 3 contact hours
Learning Objectives:
- Describe the benefits of building a diverse and inclusive team.
- Recommend methods for recruiting a diverse team.
- Recognize the types of bias that can be found in the hiring process.
- Apply methods that cultivate a diverse and inclusive team.
- Explain how to retain a diverse and inclusive team.
- Explain how to reward a diverse and inclusive team.
- Apply leadership skills as an inclusionary leader.
- Identify components of a Diversity, Equity, and Inclusion (DEI) strategic plan.
- Outline a strategic vision based on components of a DEI strategic plan.
- Apply the SMARTS goal framework to the strategic planning process.
- Identify metrics and success indicators for implementation of a Diversity, Equity, and Inclusion strategic plan.
- Develop Diversity, Equity, and Inclusion goals using the SMARTS goal framework.
- Identify systemic challenges in education that perpetuate inequality in healthcare.
- Evaluate diversity, equity, and inclusion using an organizational approach that targets infrastructure and strategy development.
- Analyze examples of operationalizing an institutional strategy to promote equity in education.
- Evaluate the accountability framework needed to implement, monitor, and measure progress of strategic priorities.
Faculty Information
Abagail Agler, PharmD, BCPS
Clinical Pharmacist
Oregon Health and Science University
Portland, Oregon
Jaclyn A. Boyle, PharmD, MS, MBA, BCACP
Assistant Dean, Student Success
Associate Professor, Pharmacy Practice
Northeast Ohio Medical University
Rootstown, Ohio
Lakesha M. Butler, PharmD, BCACP
CEO and Founder
Dr. Lakesha Butler, LLC
Director of Diversity, Equity, and Inclusion
Professor
Southern Illinois University Edwardsville
Saint Louis, Missouri
Imbi Drame, PharmD
Clinical Assistant Professor
Non-traditional Doctor of Pharmacy (NTDP) Program Manager
Department of Clinical and Administrative Pharmacy Sciences
Howard University College of Pharmacy
Washington, D.C.
Michelle Egan, MEd, SHRM-SCP, PHR
Chief Human Resources Officer and Vice President
Human Resources Division
ASHP
Bethesda, Maryland
Ranya Garcia, PharmD
Clinical Pharmacist Practitioner
Gender Affirming Care and Women's Health
Department of Veteran Affairs, California
Clinical Associate Professor
Western University School of Pharmacy
Pomona, California
Brian Gittens, EdD, MPA
Vice Chancellor for Diversity, Equity, and Inclusion
Associate Professor, Department of Health Policy and Management
Fay W. Boozman College of Public Health
University of Arkansas for Medical Sciences
Little Rock, Arkansas
Iyelli Ichile, PhD
Director of the African American Studies Institute
Professor, Department of Social Sciences
African American Studies Institute
Prince George’s Community College
Largo, Maryland
Jamila J. Jorden, PharmD, MBA
Director of Experiential Program
Assistant Professor
Howard University College of Pharmacy
Washington, D.C.
Regina McClinton, PhD, CDP
Assistant Dean for Diversity, Equity, and Inclusion
College of Pharmacy
University of Michigan College of Pharmacy
Ann Arbor, Michigan
Kyle Melin, PharmD, MSc, BCPS
Associate Professor
Department of Pharmacy Practice, School of Pharmacy
University of Puerto Rico Medical Sciences Campus
San Juan, Puerto Rico
Alex R. Mills, PharmD, BCACP, AAHIVP
Assistant Professor, Pharmacy Practice
University of Mississippi School of Pharmacy
Director of Clinical Operations
TEAM Clinic, Center for Gender, and Sexual Minority Health
University of Mississippi Medical Center
Jackson, Mississippi
Carla Y. White, BS Pharm, RPh
Associate Dean Organizational Diversity and Inclusion
UNC Eshelman School of Pharmacy
Chapel Hill, North Carolina
Michael D. Wolcott, PharmD, PhD, BCIDPS, BCPS
Director of Educational Resources & Scholarship
Assistant Professor
University of North Carolina Eshelman School of Pharmacy
Assistant Professor
University of North Carolina Adams School of Dentistry
Chapel Hill, North Carolina
Relevant Financial Relationship Disclosure
In accordance with our accreditor’s Standards of Integrity and Independence in Accredited Continuing Education, ASHP requires that all individuals in control of content disclose all financial relationships with ineligible companies. An individual has a relevant financial relationship if they have had a financial relationship with ineligible company in any dollar amount in the past 24 months and the educational content that the individual controls is related to the business lines or products of the ineligible company.
An ineligible company is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The presence or absence of relevant financial relationships will be disclosed to the activity audience.
- No one in control of the content of this activity has a relevant financial relationship (RFR) with an ineligible company.
As defined by the Standards of Integrity and Independence definition of ineligible company.
Methods and CE Requirements
Each activity consists of audio, video, and/or PDFs and evaluations. Learners must review all content and complete the evaluations to receive continuing pharmacy education credit for each activity.
Follow the prompts to claim, view, or print the statement of credit within 60 days after completing the activity.
Important Note – ACPE 60 Day Deadline:
Per ACPE requirements, CPE credit must be claimed within 60 days of being earned. To verify that you have completed the required steps and to ensure your credits have been reported to CPE Monitor, check your NABP eProfile account to validate that your credits were transferred successfully before the ACPE 60-day deadline. After the 60-day deadline, ASHP will no longer be able to award credit for this activity.
This ASHP PROFESSIONAL CERTIFICATES? educational product line contains learning activities that are ACPE-accredited knowledge and application-based continuing education. This is not an ACPE Certificate Program. Upon successful completion of the activities, the learner will be able to download an ASHP Professional Certificate.
System Technical Requirements
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