Background: With the marked changes occurring in the medical field, such as rapid population aging, the frequency of one‐dose package use by medication‐dispensing services is increasing.　Pharmaceutical companies promote the development of pharmaceutical products that can be identified based on their color, size, and imprinted information to reduce one‐dose packaging errors and difficulties in tablet identification.　However, there have not been any studies about the effectiveness of such measures for aiding the identification of tablets in the clinical setting.　Therefore, we examined the effects of imprinting on the ease of identification of tablets and capsules.Methods: The study was conducted over a 3‐month period and involved 39 pharmacists aged under 40.　The times they needed to transcribe the characters imprinted on each tablet/capsule were measured.Results: The time needed to identify a tablet was significantly shortened by kana printing (p<0.01), whereas more time was required to identify a capsule when the text color was similar to that of the capsule.　The observed transcription errors included ‘inaccurately transcribing alphanumeric characters' and ‘omitting units or other information.'Discussion: These results suggest that kana printing is effective at increasing the ease of tablet/capsule identification, which is also affected by the color of the printed text.

In order to utilize the results of genetic tests for mental and behavioral changes aimed at disease prevention, it is important to acquire the right knowledge about genetic information. Learning the basics of genetic testing and information at school may help in taking adequate precautions against illness. In this study, to improve the knowledge on central dogma (flow of genetic information) and mutation, which are the basics of genetic testing, among children in the upper grades of elementary school, we devised an illustrative video and conducted educational activities through a test-linked illustrative video lecture (TLIV lecture). In addition, the degree of comprehension and the effectiveness of the TLIV lecture were evaluated using tests conducted before and after the lecture. Both fifth and sixth graders showed a low level of comprehension (50 points or less) before the lecture. On performing the same test after the TLIV lecture, both groups showed a high degree of understanding (65 points or more), a significant increase. From the above results, it was shown that the TLIV lecture that we devised could be used as an effective tool for improving knowledge on the above-mentioned content for fifth graders and above.