A quantitative and qualitative analysis of a medication health literacy workshop for newly and recently arrived refugees
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Notice bibliographique
Résumé
Abstract Introduction Refugees entering the United States are often unfamiliar with the healthcare system and have different medication beliefs. Since 2016, pharmacy students and faculty have been conducting medication literacy workshops to improve knowledge of medications for newly arriving refugees. Objectives The primary study objective was to measure the newly arriving refugees' medication knowledge after a one‐time educational workshop. Methods This was a retrospective quantitative and qualitative evaluation. Participants engaged in a student‐led 90‐min educational workshop utilizing interpreters, translated materials, and demonstrations. Topics included medical definitions, information on getting sick, medication use, and label reading. A translated, postworkshop evaluation included 22 questions grouped into the following categories: demographics ( n = 4), medication use ( n = 7), label reading ( n = 6), access ( n = 3), and cultural beliefs ( n = 2). Three optional, free‐response questions regarding overall workshop feedback were included. Quantitative data was analyzed utilizing descriptive statistics. Thematic analysis was used to analyze qualitative data. Two independent coders reviewed each free‐response question and discussed any discrepancies for consensus. The study team developed key themes based on the codes. Results Twenty‐one workshops were conducted with 419 participants from 42 countries. Correct responses were highest for medication beliefs (84%), label reading (78%), access (74%), and medication use (73%). Prescription label reading ability was high (86%), while preventative medicine understanding was lower (34%). Three major learning themes developed, including (1) Cultural differences impact medication habits, (2) Knowing provider roles and how to access different services in healthcare settings was important, and (3) Understanding how to read a label was useful. Researchers found that demonstrations were helpful in participants' learning and that additional education on prevention and specific disease states would be useful. Conclusion Newly and recently arrived refugees were able to correctly identify basic medication health information through a medication literacy workshop. Additional classes exploring other topics, including preventative medicine and medications, should be considered.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,015 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle