The influence of learning environment on trainee pharmacy technicians' education and training experiences

Background

In Great Britain (GB), pharmacy technicians (PTs) are registered professionals, with their education and training regulated; little is known about this or the learning environment in which it takes place.

Development of new problem-based learning to promote problem-solving ability in therapeutics at Meijo University

Pharmacy students in the six-year education system are expected to combine their knowledge obtained from many lectures and to develop problem-solving abilities in therapeutics. These two expectations are considered to be difficult in the conventional education system. Therefore we introduced a new problem-based learning (PBL) method in the class on "pharmacotherapeutics," which was held in the first semester of the fourth year. In the PBL modules, students studied the etiology, pathology, and appropriate drug therapeutics of a given disease and obtained the knowledge and skills necessary for monitoring patients during treatment. We conducted 12 PBL modules, and students studied one case per module, each lasting a week. To encourage constructive group work and to generate original input formats to provide students with a problem-solving road map, we developed new systems including a class review and portfolio. The new PBL method also included lectures on the overview of each disease and the therapeutic agents (action mechanism, physical properties, pharmacokinetics, and monitoring of the efficacy and adverse reactions). By integrating their knowledge and skills, we hope that the students will be able to acquire problem-solving abilities in therapeutics when they become pharmacists.     

以问题为基础的教学法在冠心病监护病房护理继续教育中的应用

目的探讨以问题为基础的学习方法（PBL教学法）提高冠心病监护病房（CCU）护理继续教育中的应用效果。方法选择哈尔滨医科大学附属第二医院心内科CCU护士22名,采用随机抽样原则,按照1：1的比例对其进行随机分组,分为试验组和对照组,各11名。对照组采用传统讲授法;试验组采用PBL教学法。比较2组的成绩。结果试验组和对照组的理论成绩相似,差异无统计学意义（P〉0．05）;试验组的病案分析及护理技能成绩比对照组高,差异有统计学意义[（85±7）分比（82±7）分、（87±8）分比（84±7）分]（P〈0．05）;试验组的日常工作表现（特殊疾病护理能力,突发事件处理能力及临床医生配合能力）及总分评价优于对照组,差异有统计学意义[（22±1）分比（18±1）分、（21±1）分比（20±2）分、（22±1）分比（21±1）分、（87±4）分比（80±3）分]（P〈0．05）。结论采用PBL教学法可提高CCU护士的临床思维。     

日本药学高等教育的现状及其启示

介绍日本药学高等教育的发展概况、学制与学位、人才培养模式及特点、课程设置等,总结日本药学教育的3个特色,分析我国高等药学教育中存在的不足,提出改革的思路和建议。     

香港地区药学高等教育的现状及特色

介绍香港地区药学高等教育的发展概况、学制与学位、课程设置、毕业去向、现行的药剂师管理制度等,总结香港药学教育的3个特色。     

Interprofessional education in introductory pharmacy practice experiences at US colleges and schools of pharmacy

Objective. To assess the extent to which US colleges and schools of pharmacy are incorporating interprofessional education into their introductory pharmacy practice experiences (IPPEs), and to identify barriers to implementation; characterize the format, structure, and assessment; and identify factors associated with incorporating interprofessional education in IPPEs.Methods. An electronic survey of 116 US colleges and schools of pharmacy was conducted from March 2011 through May 2011.Results. Interprofessional education is a stated curricular goal in 78% of colleges and schools and consistently occurred in IPPEs in 55%. Most colleges and schools that included interprofessional education in IPPEs (70%) used subjective measures to assess competencies, while 17.5% used standardized outcomes assessment instruments. Barriers cited by respondents from colleges and schools that had not implemented interprofessional education in IPPEs included a lack of access to sufficient healthcare facilities with interprofessional education opportunities (57%) and a lack of required personnel resources (52%).Conclusions. Many US colleges and schools of pharmacy have incorporated interprofessional education into their IPPEs, but there is a need for further expansion of interprofessional education and better assessment related to achievement of interprofessional education competencies in IPPEs.     

中国临床药学研究生教育的现状分析与展望

目的 探讨和分析我国临床药学研究生教育现状,促进提高临床药学研究生教育水平和质量。 方法 通过网络检索文献,调查我国临床药学教育现状,分析评价临床药学教育模式和发展趋势。 结果 纳入分析的文献136篇,涉及现状分析、模式探讨、国内外比较和课程优化的文献70篇(51.47%)。分析表明目前临床药学研究生教育主要有专业学位和科学学位2种培养模式,但在课程设置和教学方法方面尚未形成较为成熟的教育模式。主要问题是:课程设置不合理、临床实践学时不足、教学内容与临床需求脱节。 结论 我国现行临床药学研究生教育尚不能达到研究生培养目标,也难以满足临床药学对研究生人才的需要。建议在临床药学研究生的培养过程中要注重理论联系实际,突出医药融会贯通,优化教学内容和方法,规范教学质量标准。     

我院门诊药房规范化培训医院药师的教学实践和体会

目的对医院药师教学工作系统化规范化,保证医院药学教学水平达到新形势医院药学服务工作的更高要求。方法我院门诊药房按照《培训细则》的要求,制订了门诊药房医院药师培训计划书,按照计划书中的安排,系统、规范地实施对医院药师的教学实践活动,为审核处方做好专业业务知识的储备。结果医院药师在门诊药房的8个月的系统规范的培训,基本掌握了药品管理相关制度,各大类常用药品相关基础知识,药师对处方进行规范的审核、调配、核对、发放药品以及向患者交代用法用量和注意事项的方法。结论执行教学责任老师全程带教方法,按照计划全程负责,收到了很好的效果。为下一步制定规范标准的医院药学实习教学模式打下了基础,提供了宝贵的实践经验。     

Feasibility of using simulated patients for onsite structured practice feedback in Jordanian community pharmacy settings

Simulated patient (SP) visits followed with structured feedback is useful to outline training needs as well as preference for continuing professional education in community pharmacy settings. This study aimed to investigate community pharmacists' management of an over-the-counter (OTC) product request and feasibility of immediate SP feedback in Jordan. Four trained SP visited a sample of pharmacies in three main urban cities in Jordan requesting an antacid. Information request and professional behavior as well as content of information were evaluated. The SP provided structured immediate feedback. The pharmacy staff views on the visit and usefulness of the feedback were collected. A total of 57 visits were conducted. The average duration of SP visits was 1.55 min. The average score (±SD) for information seeking behavior was 16% (±7) and for professional behavior was 56% (±15). The average score for information provision provided spontaneously was 17.1% (±12). Upon demand by the SP; the average score for information improved to 47.6 (±18). Non-pharmacological advice was not offered often; only 6 (10.5%) visits. Written information was provided in 10 (17.5%) visits. Immediate feedback was accepted by all visited pharmacies. Participants expressed positive views about the SP visit and usefulness of the feedback. Community pharmacists supplied OTC drug without carful screening of symptoms and essential information. The SP approach with immediate feedback was shown feasible and well accepted. Further potential for use of SP with feedback formally in practice and professional development should be explored in future studies.     

Development and acceptability of structured work based learning in a community pharmacy vacation training programme

The development of structured work based learning (WBL) for use by pharmacy students in a standardised summer vacation work placement is outlined. Assessment methods were developed for measuring the acceptability of the WBL activities and work placement from both the students' and employers' viewpoint. Overall, both were acceptable, and students suggested that the WBL activities should become an integral part of the undergraduate degree course.     

医院药师岗前规范化培训体系构建的探索与实践

目的：构建医院药师岗前规范化培训体系,规范医院药师培训,提升见习药师岗位胜任能力,以达到医院药学工作的基本要求。方法：借鉴国内外现有医院药师规范化培训相关经验,结合浙江大学医学院附属第一医院药学部实际情况,经研究制订初步标准,在实施过程中不断探索完善相关培训标准、培训方案、考核标准及考核方式。结果：初步制订完成《见习药师岗前规范化培训大纲》和《见习药师岗前规范化培训登记手册》,并按培训大纲开展相应培训工作,初步构建该院见习药师岗前规范化培训体系。结论：本研究为该院逐步构建完整的医院药师规范化培训体系打下了基础,也为我国医院药师规范化培训的推广提供了借鉴和参考。     

Development and evaluation of effective learning system for patient interview training as a part of pre-education clinical pharmacy practice

The aim of this study was to develop an effective learning system for patient interview training as a part of a pre-education clinical pharmacy. We devised a learning system for performing pharmaceutical care training and then investigated its usefulness. The learning content was a first interview with a simulated patient (SP). All students were divided into 8 groups of 5. Each student practiced interviewing an SP while 2 other students checked the performance of the interviewer, with roles rotated within each group. Additionally, the teachers also rotated among the groups to check the students. We evaluated the results contained in 55 check sheets used by teachers to evaluate the learning system, 223 check sheets used by students, and 110 check sheets used by the SPs. We found that there was a significantly greater number of students rated as unable to perform by the teachers as compared to those rated by the other students. In addition, the ratings for the items, "other symptom is confirmed" and "the severity and properties of the symptom are confirmed" were similar to the above result. Furthermore, there was a significantly greater number of students rated as unable to perform by the teachers as compared to those rated by the SPs in regard to the item "interviewed using open-ended questions." After the students had performed their first attempt at a first interview, 28.6% were rated as unable to perform by the teachers, which was significantly reduced to 15.8% after the fourth attempt and 10.4% after the fifth attempt. Our results indicate that students must practice the first interview at least 4 times before reaching a level of competency. In addition, our findings suggest that both teachers and SPs should undertake pre-education training in clinical pharmacy practice, as the evaluations were significantly different among the teachers, students, and SPs in the present study.