| Project/Area Number |
20500857
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Shujitsu University |
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Principal Investigator |
EGAWA Takashi Shujitsu University, 薬学部・薬学科, 准教授 (70369023)
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| Co-Investigator(Kenkyū-buntansha) |
GOMITA Yutaka 就実大学, 薬学部, 准教授 (00088709)
TANIGUCHI Ritsuko 就実大学, 薬学部, 准教授 (70388990)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2010: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2009: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2008: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
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| Keywords | 薬学 / 臨床 / 情報システム / 情報工学 |
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| Research Abstract |
It is important for students to acquire the ability of considering the most appropriate pharmaceutical services to provide high quality care for the patients. In Japan, curriculum of pharmacy education is changing into more patient instruction focused on therapeutics and care. However, such clinical pharmacy education is still not fully developed in Japan. For pharmacy students, we have already introduced the problem-based learning (PBL) with the role-playing utilizing a simulated patient, which tended to help them learn communication skills. In this investigation, the clinical training with PBL method supported by learning management system (LMS) was introduced into pre-training for pharmacy practice at Shujitsu University. The three major functions of LMS are: (1) Contents Management, (2) Communication Management, and (3) Performance Management. We developed the contents of the prescription question on LMS and used it for the training of the student in pre-training for pharmacy practice. In small group discussion (SGD) about the prescription, the student argued in LMS and the place of SGD on PBL was expanded by LMS. Furthermore, we used a communication function of LMS as a bulletin board for student and faculty in clinical training at practice sites. We introduced LMS software program (BlackboardR) is superior in management of the assessment. In clinical training, the students did self-evaluation of model core curriculum by LMS and submitted a clinical report. We conducted a questionnaire survey of the students' impression about LMS support. Students made significant and interesting evaluation on this program, with regard to the cooperation in group-discussing in the internet. These results indicate that our introduced LMS program is useful for students not only in pre-training for pharmacy practice but also in clinical training at practice sites.
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