OBJECTIVE: This study aimed to use the Consolidated Framework for Implementation Research to identify key determinants that impact the successful integration of cultural intelligence training in Doctor of Pharmacy classes and develop recommendations to address the barriers to such training. METHODS: Terms related to cultural intelligence were searched in PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. Articles were imported into Covidence and screened for content related to cultural intelligence in Doctor of Pharmacy programs, specifically in classroom settings. Forty-eight articles were reviewed using deductive coding with Consolidated Framework for Implementation Research determinants. RESULTS: The literature was highly descriptive of the design aspect of the Innovation Domain
the intended advantages of specific course design and content were presented in detail. The Outer Setting Domain was represented by the Accreditation Council for Pharmacy Education standards and the Inner Setting Domain was represented through pharmacy school mission statements. Reflection and evaluation were the focal points of many articles because these were used as measures of student learning and sources of feedback for novel training. CONCLUSION: Schools of pharmacy use various strategies to implement cultural intelligence trainings, and key factors include reflections, local interests, and regional demographics. The strategy of developing and implementing a specific tool for quality monitoring may aid in prioritizing these interests in a more intentional manner while providing students with a clear reference for their learning experiences.