著者

中川 直人 村井 ユリ子 小原 拓 大原 宏司 栗田 幸代 Lai Leanne

出版者

Japanese Society of Drug Informatics

雑誌

医薬品情報学 (ISSN:13451464)

巻号頁・発行日

vol.19, no.4, pp.180-187, 2018 (Released:2018-03-21)

参考文献数

9

被引用文献数

1

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Objective: The clinical literature review is an important and required components in most of the US pharmacy school curriculum.  On the other hand, in Japan, pharmacy students usually read basic literature when research assignments are given.  However, in Japan, one is rarely taught how to critically read clinical literature in class.  Therefore, for the purpose of examining whether or not lectures regarding how to critically read clinical literature will affect collecting new drug information in pharmacy practice, we examined a survey which we circulated in both countries.  The survey asks pharmacists about reading clinical literature.Methods: One thousand nine hundred and ninety-seven pharmacists in Miyagi in Japan were given questionnaires by mail and 18,744 pharmacists in Florida in the US were given the URL of a web questionnaire by email.Results: Response rates in Miyagi and Florida were 30.3% and 0.91%, respectively.  Since the response in Florida was so small, statistical analysis was not performed.  Regarding the question of “Do you HABITUALLY read clinical literature ?,” “Yes” in Miyagi and Florida was 14.7% and 71.9%, respectively.  Regarding the question of “To what extent did you learn how to critically read clinical literature when you were a student-pharmacist ? ” (1: Not at all, 7: Yes), medians in Miyagi and Florida were “1” and “5,” respectively.  Regarding the question of “To what extent do you apply the information you obtain from clinical literature to your daily responsibilities ? ” (1: Not at all, 7: Yes), medians in Miyagi and Florida were “2” and “5,” respectively.Conclusions: We conclude that Japanese pharmacists in clinical practice do not sufficiently utilize drug information from new clinical literature because pharmacy education in Japan did not, until very recently at least, teach how to critically read clinical literature in class.

著者

石井 勇太 中川 直人 小原 拓 大原 宏司 栗田 幸代 村井 ユリ子

出版者

公益社団法人 日本薬学会

雑誌

YAKUGAKU ZASSHI (ISSN:00316903)

巻号頁・発行日

vol.140, no.9, pp.1195-1198, 2020-09-01 (Released:2020-09-01)

参考文献数

10

被引用文献数

2

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The purpose of this study is to understand the reading habits of Japanese pharmacists regarding clinical trial literature in 2014. Questionnaires were mailed to 1997 pharmacists in Miyagi Prefecture. Six hundreds and five [342 (56.5%) hospital pharmacists and 254 (42.0%) community pharmacists] responded to questionnaires (Response rate: 30.3%). Regarding the question, “Do you habitually read clinical trial literature?”, 19.5% of hospital and 8.3% community pharmacists responded “yes”, respectively, which showed both pharmacists are not habitual readers of clinical trial literature. That would be because they did not study critical reading of clinical trial literature at pharmacy schools as well as their work environments to access and retrieve clinical trial literature were limited.

著者

眞島 崇 大原 宏司

出版者

公益社団法人 日本薬学会

雑誌

YAKUGAKU ZASSHI (ISSN:00316903)

巻号頁・発行日

pp.17-00167, (Released:2017-11-09)

参考文献数

16

被引用文献数

2

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The scope of pharmaceutical education in Japan has been expanding, and with it an awareness of the importance of team medical care. However, pharmaceutical education still gives little attention to the psychosocial aspects of care, instead focusing on the structures and functions of drugs. In contrast, nursing education emphasizes the fact that medical care involves patients' family and significant others as much as the patients themselves, and thus nursing students are taught the basic needs and developmental stages of those people requiring care alongside their practical nursing skills. In this study, we examined the effect of incorporating certain aspects of introductory nursing education into pharmaceutical education on the self-efficacy of pharmaceutical students. We thus ran an introduction to nursing education course for fourth-year pharmaceutical students (n=86). After the course had finished, we surveyed students about the course. Approximately 94.2% of the students became more interested in team medical care and nearly all (98.8%) thought that what they had learned in the course would be useful in their career. The results indicated that the introduction to nursing education course offered students an opportunity to acquire different viewpoints on clinical situations because the lectures were given by a pharmacist with a nurse license and they were based on his clinical experiences. We therefore propose that more facets of introductory nursing education be incorporated into pharmaceutical education to help students develop their ability to consider patients' psychosocial backgrounds.

著者

眞島 崇 早坂 正孝 大原 宏司

出版者

公益社団法人 日本薬学会

雑誌

YAKUGAKU ZASSHI (ISSN:00316903)

巻号頁・発行日

vol.141, no.9, pp.1117-1121, 2021-09-01 (Released:2021-09-01)

参考文献数

10

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Various types of pre-learning—including pre-learning for practical training—provide pharmacy students with practical training and sufficient knowledge, skills, and attitudes for practical work. Opportunities in the medical field, including for pharmacists, have been greatly expanded for students with a hearing disability, and we have responded with appropriate training for such students. In this study, we report on the results of an evaluation of a survey on the preparatory training conducted by the students and the changes in their consciousness, such as in their level of understanding, knowledge, and self-confidence. Before the training, the participants' anxiety concerning items related to dispensing and communication were quite high; after the training, however, these anxiety levels were reduced. In addition, we were able to encourage the participant's concern for people and to face the difficulty of expressing words in letters, as well as to drive enthusiasm for the Objective Structured Clinical Examination (OSCE) and practical training. These results suggest that having a teacher as an assistant is useful for helping students with hearing disability in practical training.