Contents lists available at ScienceDirect Currents in Pharmacy Teaching and Learning journal homepage: www.elsevier.com/locate/cptl Research Paper Assessment of a multi-institution integration of cultural competency activities Lakesha Butler a, ⁎ , Aleda M.H. Chen b , Nancy Borja-Hart c , Sally Arif d , Anastasia L. Armbruster e , Natasha Petry f , Angela C. Riley g a Southern Illinois University Edwardsville School of Pharmacy, 200 University Park Drive, Box 2000, Edwardsville, IL 62026, United States b Cedarville University School of Pharmacy, United States c The University of Tennessee Health Science Center College of Pharmacy, United States d Midwestern University, Chicago College of Pharmacy, United States e St. Louis College of Pharmacy, United States f North Dakota State University School of Pharmacy, United States g Binghamton University School of Pharmacy and Pharmaceutical Sciences, United States ARTICLE INFO Keywords: Cultural competence Cultural awareness Active learning ABSTRACT Introduction: To meet educational standards and provide effective patient care, student phar- macists must be well-prepared to interact with a diverse patient population. Thus, the objective was to assess the effectiveness of four different active learning strategies in enhancing the cul- tural competency (CC) of student pharmacists at multiple institutions. Methods: Across two years, eight colleges/schools of pharmacy integrated two sets of CC activ- ities with different student cohorts (first-third professional year) that were designed to address different aspects of CC. Pre- and post-activity, a modified electronic version of the Clinical Cultural Competency Questionnaire (CCCQ) that included the addition of activity-specific questions was distributed to students. Results: A total of 1009 students participated in these activities across eight colleges of pharmacy. The integration of activities resulted in significant increases in most items on three of the four subscales of the CCCQ (knowledge, skills, and encounters/situations). Items on the attitude subscale remained the same. Students also felt the activities were beneficial in addressing their intent. Conclusions: Faculty were able to incorporate these activities throughout their respective curri- cula with minimal time commitment and resources. The activities improved student perceptions of their CC knowledge, skills, and ability to handle encounters and situations. These activities may be useful for other institutions as they determine the best approach to improve student CC and prepare them for practice. Introduction It is projected by 2044, the United States (US) will become a majority-minority nation with no one racial/ethnic group considered https://doi.org/10.1016/j.cptl.2020.01.007 ⁎ Corresponding author. E-mail addresses: lwiley@siue.edu (L. Butler), amchen@cedarville.edu (A.M.H. Chen), nhart9@uthsc.edu (N. Borja-Hart), sarif@midwestern.edu (S. Arif), anastasia.armbruster@stlcop.edu (A.L. Armbruster), Natasha.Petry@ndsu.edu (N. Petry), ariley@binghamton.edu (A.C. Riley). Currents in Pharmacy Teaching and Learning xxx (xxxx) xxx–xxx 1877-1297/ © 2020 Elsevier Inc. All rights reserved. Please cite this article as: Lakesha Butler, et al., Currents in Pharmacy Teaching and Learning, https://doi.org/10.1016/j.cptl.2020.01.007