著者

上田 昌宏 高垣 伸匡 恩田 光子 荒川 行生 庄司 雅紀 大森 志保 清水 忠

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.2, pp.301-312, 2020-02-01 (Released:2020-02-01)

参考文献数

21

被引用文献数

3 2

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In Japanese pharmaceutical education, the Model Core Curriculum was revised in 2013 to train pharmacists who can appropriately evaluate literature and use evidence-based medicine (EBM). However, in the investigation of EBM education at pharmaceutical universities in 2015, it was found that literature evaluation was hardly performed in the education of undergraduate students. One of the reason is the lack of EBM lecturers at each universities. Therefore, we adopted team-based learning (TBL) to educate more than 50 undergraduate students on the practical evaluation of literatures and the understanding of EBM concepts. The learning outcomes of this strategy were evaluated using the scores of individual tests before and after the class. As a result, the mean scores on the post-test significantly improved from 4.34 to 6.42 out of 10 total points (p<0.001). We further administered a questionnaire survey regarding the understanding of EBM (the mean score was 4.12). In conclusion, it was suggested that TBL for a large number was effective in EBM education for providing knowledge of literature evaluation and the understanding of fundamental concepts.

著者

清水 忠 上田 昌宏 豊山 美琴 大森 志保 高垣 伸匡

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.137, no.8, pp.987-998, 2017 (Released:2017-08-01)

参考文献数

12

被引用文献数

3

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This study evaluated the effect of an evidence-based medicine (EBM) educational program on EBM-related knowledge and skills of pharmacists and pharmacy students. Our preliminary educational program included the following four sessions: 1) ice breaker, 2) formulation of answerable clinical questions from virtual clinical scenario using the PICO criteria, 3) critical appraisal of the literature using a checklist, and 4) critical appraisal of the results and integrating the evidence with experience and patients values. Change in knowledge and skills related to EBM were evaluated using pre- and post-seminar 4-point scale questionnaires comprising of 14 questions. A total of 23 pharmacists, 1 care manager, and 5 pharmacy students participated in our EBM educational seminar. Knowledge and skills related to several variables improved significantly post-seminar (pre-seminar 2.80 versus 3.26 post-seminar; p<0.001). Specifically, the skills of formulating answerable clinical questions from virtual clinical scenario and critical appraisal of the literature using a checklist improved. Our findings suggested that EBM educational program using problem-based learning was effective in improving EBM-related knowledge and skills of pharmacists and pharmacy students.

著者

上田 昌宏 大原 隆司 高垣 伸匡 伊藤 栄次 大森 志保 清水 忠

出版者

一般社団法人 日本薬学教育学会

雑誌

薬学教育 (ISSN:24324124)

巻号頁・発行日

vol.3, pp.2018-041, 2019 (Released:2019-12-26)

参考文献数

13

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薬剤師が信頼性の高いプロトコールを作成するために,診療ガイドラインだけでなく,推奨文の根拠となっているシステマティックレビュー(SR)論文を評価・活用することが求められる.しかし,大学教育および生涯研修においてSR論文の評価と活用に関する実践的な教育についての報告はごく限られている.本研究では,SR論文の評価と活用を志向したワークショップの実践による知識習得度の変化と受講者のEBMの実践可能性への意識とワークショップの理解満足度について調査した.知識習得度確認試験の受講後の平均点は受講前に比べ有意に向上した(9点満点,Pre:2.29点,Post:5.16点,p < 0.001).本研究により,SR論文の評価と活用を志向したワークショップは受講者のSR論文の評価に対する知識習得度の向上およびEBMの実践可能性に対する意識づけに寄与することが明らかとなった.

著者

清水 忠 上田 昌宏 豊山 美琴 大森 志保 高垣 伸匡

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.138, no.5, pp.655-666, 2018-05-01 (Released:2018-05-01)

参考文献数

30

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Practicing evidence-based medicine (EBM) is likely to gain importance for clinical pharmacists in the relatively near future in Japan. An educational program including research and the critical appraisal of literature was required for pharmacy students as of 2015. We organized a six-month practical EBM course for pharmacy students at Hyogo University of Health Sciences. To evaluate its effectiveness, students took a 10-question test after completing the course. The mean score of six students was 8.33±1.79 points. We also conducted a 1-day practical EBM workshop for pharmacists. Changes in knowledge and skills related to EBM were evaluated based on the responses to 10 questions. Knowledge and skills related to several variables improved significantly after the workshop (6.36 points before versus 9.09 points after the workshop; p=0.023). The results suggested that our EBM educational course is effective in improving EBM-related knowledge and skills of pharmacists and pharmacy students.

著者

高垣 伸匡 水野 成人 田内 義彦 竹内 雅代 福岡 敏雄

出版者

一般社団法人 日本薬学教育学会

雑誌

薬学教育 (ISSN:24324124)

巻号頁・発行日

vol.4, pp.2019-032, 2020 (Released:2020-04-24)

参考文献数

13

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Evidence-Based Medicine(EBM)は日本でも普及している医療従事者の行動様式,思考形式である.イギリスにはEBMの学習者を支援するCASP(Critical Appraisals Skills Programme)という組織が存在する.1999年に倉敷中央病院総合診療科兼研修医教育部長の福岡敏雄が日本支部としてCASP Japanを設立し,CASPワークショップをはじめ,EBM学習を提供してきた.内容は臨床疫学や教育手法など多岐にわたり,短時間で楽しんで学べるよう工夫されている.一方,日本において薬学生がEBMについての教育をうける機会は乏しいのが現状である.筆者らは2010年12月から,Student CASPと称する,学生を対象としたCASPワークショップを神戸薬科大学,同志社女子大学薬学部,摂南大学薬学部などで開催してきた.このうち神戸薬科大学でのStudent CASPワークショップの紹介,およびアンケート結果を若干の文献的考察を加えて報告する.

著者

恩田 光子 高垣 伸匡

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.138, no.5, pp.645-647, 2018-05-01 (Released:2018-05-01)

参考文献数

3

被引用文献数

3

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Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.