Evaluating communication skills after long-term practical training among Japanese pharmacy students

Teramachi, Hitomi; Ino, Yoko; Sugita, Ikuto; Nishio, Yuri; Yoshida, Aki; Hayashi, Yuta; Esaki, Hiroki; Saito, Kosuke; Noguchi, Yoshihiro; Iguchi, Kazuhiro; Tachi, Tomoya

doi:10.1016/j.cptl.2017.12.006

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…This mandatory training is executed across Japan for all fifth-year pharmacy students. Although there have been several evaluations of the skills and attitudes of pharmacy students [3][4][5][6][7][8], the relationship between the satisfaction levels with the training and the subsequent knowledge acquisition remains underexplored.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of Practical Training: A Study on Satisfaction and Drug Knowledge among Pharmacy Students

Wakui,

Shirozu,

Machida

2024

Pharmacy

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Practical training stands as a crucial component in shaping pharmacy students, bridging the gap between classroom-based theoretical knowledge and its application in real-world contexts. This study investigates the correlation between the satisfaction levels experienced during practical training and the acquisition of knowledge, particularly focusing on drug names. Drawing from the National DataBase (NDB) open data provided by Japan’s Ministry of Health, Labour and Welfare, a survey centered on the top 100 dispensed drugs was crafted. A correlation analysis was conducted between the satisfaction scores gathered from students and their depth of knowledge on drug names. Intriguingly, despite observing a significantly high satisfaction level during the practical training, there was no marked correlation between this satisfaction and the proficiency in recalling drug names after the training. Furthermore, the volume of daily prescriptions handled did not significantly impact this knowledge. The findings underscore the notion that high satisfaction during training does not necessarily guarantee a thorough understanding of the subject matter. This sheds light on the importance of not solely relying on satisfaction metrics in training programs and ensuring a holistic, in-depth educational approach.

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Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of Practical Training: A Study on Satisfaction and Drug Knowledge among Pharmacy Students

Wakui,

Shirozu,

Machida

2024

Pharmacy

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“…Practice experience is an essential element in pharmacy education (Teramachi et al, 2018). It is effective in boosting students' communication skills and problem-solving skills, which are both crucial for the provision of patient-centered care in a team-based approach (Lang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Use of Virtual Reality in Pharmacy Education in Hong Kong: Lessons Learnt

Lee

2021

Front. Educ.

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Virtual reality (VR) refers to an artificial environment which is experienced through sensory stimuli (such as sights and sounds) provided by a computer and in which one's actions partially determine what happens in the environment (Merriam-Webster.com Dictionary, Merriam-Webster, 2020). In recent years, VR is increasingly used in different fields, and its role in medical practice is expanding quickly (Darekar et al., 2015; Chirico et al., 2016). One important feature of VR technology is its reproducibility (Ramnanan and Pound, 2017; Cao and Cerfolio, 2019). Practitioners can rehearse a procedure on a virtual patient or simulated tissue as many times as they wish before performing it on real patients. In medical education, VR allows students to see through body tissues and visualize the underneath areas (Cao and Cerfolio, 2019; Yu et al., 2019; Siyar et al., 2020). Practice experience is an essential element in pharmacy education (Teramachi et al., 2018). It is effective in boosting students' communication skills and problem-solving skills, which are both crucial for the provision of patient-centered care in a team-based approach (Lang et al., 2019). Unfortunately, actual practice experience can be limited by various factors, such as the policies at attachment sites, patients' preference, and availability of teaching staff (Wartman, 2019; Shrestha et al., 2020). Therefore, institutions are looking for alternative channels for students to practice their skills. One strategy is to adopt simulated patient cases (Kurup et al., 2017; Willemsen-Dunlap et al., 2018; Silva et al., 2019). In this paper, we share our experience of using VR learning tools in pharmacy education in a Hong Kong university. We will discuss the opportunities, challenges, and suggestions for future development of VR in pharmacy education.

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“…(Accreditation Council for Pharmacy Education, 2015) Practice experience is essential for students to polish their communication skills and problem-solving skills. (Svensberg et al, 2018;Teramachi et al, 2018) Nevertheless, actual practice experience could be influenced by numerous factors, such as the availability of clinical sites, patient cases, and teaching staff. (Wartman, 2019;Shrestha et al, 2020) As information technology and communication technology advances, it is suggested that the challenges could be overcome by using simulated cases.…”

Section: Introductionmentioning

confidence: 99%

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

Lee

2021

Front. Educ.

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Introduction: Augmented reality (AR) technology has demonstrated potential on various areas of healthcare practice. Its role on medical education is starting to emerge. This study aimed to investigate students’ perspectives on using AR as learning tools in undergraduate pharmacy education.Methods: Four AR micro modules on post-stroke management and chronic obstructive pulmonary disease (COPD) were developed for third year undergraduate pharmacy students to study. Students played the role of pharmacists in the AR micro modules. They collected information to identify patient’s chief complaints, history, risk factors, comorbidities, and other problems, and provided recommendation on patient’s treatment plans. Teacher guided the discussions and addressed student’s enquiries. Student’s feedback was collected by pre- and post-intervention survey.Results: A total of 54 students participated in the current study. The was no significant change in students’ perceived knowledge on post-stroke management and COPD, as well as their confidence in providing patient counselling on relevant topics. Students expressed that their learning experience with AR was not positive. Technical problems were the major difficulties that students encountered.Conclusion: There was no significant difference in pharmacy students perceived clinical knowledge and confidence on patient’s counselling after completing the AR modules. Technical issues were the major hurdles that hindered student’s learning experience with AR.

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Evaluating communication skills after long-term practical training among Japanese pharmacy students

Cited by 8 publications

References 15 publications

Evaluating the Impact of Practical Training: A Study on Satisfaction and Drug Knowledge among Pharmacy Students

Evaluating the Impact of Practical Training: A Study on Satisfaction and Drug Knowledge among Pharmacy Students

The Use of Virtual Reality in Pharmacy Education in Hong Kong: Lessons Learnt

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

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