Comparison of Drug Information Practice Experience between Tohoku University Hospital Pharmacy in Japan and College of Pharmacy at Nova Southeastern University in the United States
10.11256/jjdi.16.143
- VernacularTitle:東北大学病院薬剤部および米国ノバサウスイースタン大学薬学部に おける医薬品情報実務実習に関する比較検討
- Author:
Naoto Nakagawa
;
Mizue Kusaba
;
Fumi Ozaki
;
Mao Maekawa
;
Masaki Matsuura
;
Kanehiko Hisamichi
;
Yuriko Murai
;
Jennifer Gershman
;
Leanne Lai
;
Nariyasu Mano
- Publication Type:Journal Article
- Keywords:
drug information practice experience;
model core curriculum;
Tohoku University Hospital;
Nova Southeastern University;
PharmD
- From:Japanese Journal of Drug Informatics
2014;16(3):143-151
- CountryJapan
- Language:English
-
Abstract:
Objective: This study aimed to enhance Drug Information Practice Experiences (DIPE) in Japan by comparing DIPEs at Tohoku University Hospital (TUH) with Nova Southeastern University (NSU) in the United States, and propose an advanced model of drug information (DI) education in Japan.
Methods: We performed the following: (i) comparison of both DIPEs based on Model Core Curriculum (MCC) content; (ii) identification of practices which were not part of NSU or TUH DIPE; (iii) comparison of students’ DIPE performance based on MCC: (A) students’ performance without the preceptors and their post-performance approval, (A’) students’ performance without the preceptors and their pre-performance approval, and (B) students’ performance under direct preceptor supervision; (iv) highlighting differences between TUH and NSU DIPEs; and (v) proposing an advanced model of DI education in Japan.
Results: (i) The NSU DIPE is similar to the MCC. An example difference between NSU and TUH learning strategies was that NSU students responded to the inquiries made by the phone whereas TUH students receive assignments and explanation from preceptors. (ii) DIPE at NSU utilized oral presentations and student interaction in many forms (e.g. journal club, reflection regarding learned topics). On the other hand, DIPE at TUH helped students learn about Medical Representative jobs and educated them in tablet/capsule identification practices. (iii) In contrast, the TUH curriculum limits students’ performance to “experience via dissemination with health professional needs and patients’ needs”. (iv) These clarified points are considered to be differences between DIPE at TUH and NSU. (v) Following analysis of these points, an advanced model of DI education based on responses to DI phone inquiries and oral presentations including a journal club was proposed.
Conclusions: This study will contribute to improving DI education in Japan.
