article/article.tpl

An experiential observational study of graduates from the Japanese six year programme

Kayoko Takeda Mamiya, Kiyoshi Takahashi, Ian Bates, Nohoko Kurosawa, Kazumasa Hirata, Hideki Satoh, Yoshimitsu Shimamori

Abstract

Objective: To provide an initial experiential competency assessment of the first wave of graduates from the reformed Japanese six-year pharmacy initial education programme.

Methods: The authors evaluated observed competencies of recently qualified pharmacists who graduated from the pharmacy six-year programme (6-YP pharmacists) from the perspective of experienced pharmacists from the previous national four-year initial education and training programme. A web-based survey of working pharmacists who had graduated from the previous pharmacy four-year programme (4-YP) was conducted, targeting 200 pharmacists (100 hospital pharmacists and 100 community pharmacists). Inclusion criteria specified working with, and having experience of, qualified 6-YP pharmacists. These recruits provided an observational evaluation of itemised competencies for the first wave of 6-YP pharmacists in workplace environments. This methodology was designed to overcome the logistical challenges of objective structured performance-related evaluation of practice competency.

Results: The 4-YP community pharmacists gave a significantly higher overall perceived competency assessment of the 6-YP pharmacists than did hospital pharmacists (p<0.05 U-test). In the competency assessment analysis, the improvements of competencies considered to be a priority for 6-YP community-based pharmacists were “medication therapy management” and “education and training competencies”, while the priority improvement competencies of 6- YP hospital-based pharmacists were considered to be “professionalism”, “inter-professional collaboration”, “medication therapy management”, “community health and medical care”, and “lifelong learning”.

Conclusion: This research suggests that curriculum improvement should continue to be reviewed together with efforts to better foster these competencies in initial education and training. Methods to continuously evaluate and improve the lower assessed competencies need to be introduced together with post-registration continued training, preferably using validated competency development frameworks in the near future. 


Keywords

Educational Assessment; Pharmacy Education; Japanese Six-Year Pharmacy Programme; Competency; Workforce Development


Full Text:

PDF

References

Araki, H. (2016). “Shinryouhousyuu ni kakawaru senmon・ninteiyakuzaishi no hitsuyousei”. Farumashia 52(8), 739-741.

Bader, L.R., McGrath, S., Rouse, M.J. & Anderson, C. (2017). A conceptual framework toward identifying and analyzing challenges to the advancement of pharmacy. Res Social Adm Pharm, 13(2), 321-331

Beardsley, R.S., Zorek, J.A., Zellmer, W.A. & Vlasses, P.H. (2013). Results of the pre-conference survey: ACPE Invitational conference on advancing quality in pharmacy education. Am J Pharm Educ, 77(3), Art.46

Boesen, K.P., Herrier, R.N., Apgar, D.A. & Jackowski, R.M. (2009). Improvisational exercises to improve pharmacy students’ professional communication skills. Am J Pharm Educ, 73(2), Art.35

Chanakit, T., Low, B.Y., Wongpoowarak, P., Moolasarn, S. & Anderson, C. (2014). A survey of pharmacy education in Thailand. Am J Pharm Educ, 78(9), Art.161

Deshpande, A., Wade, W.E., Johnson, T. & Franic, D.M. (2004). A survey of pharmacy student involvement in wellness programs. Am J Pharm Educ, 68(5), Art.122

FIP [International Pharmaceutical Federation]. (2012). FIP education initiatives. Pharmacy Education Taskforce A Global Competency Framework.

FIP [International Pharmaceutical Federation]. (2014). Quality assurance of pharmacy education. the FIP Global Framework 2nd Edition.

FIP [International Pharmaceutical Federation]. (2015). Advanced practice and specialisation in pharmacy. Global Report.

FIP [International Pharmaceutical Federation]. (2016). Transforming our workforce. Workforce development and education: Systems, tools and navigation.

Hirata, K. (2015). Perspectives of pharmaceutical education-while explaining the related evaluation standards and their viewpoints of "evaluation of pharmaceutical education programs". YAKUGAKU ZASSHI, 135(1), 79-88

Holdford, D. & Patkar, A. (2003). Identification of the service quality dimensions of pharmaceutical education. Am J Pharm Educ, 67(4), Art.108

Inui, K., Ichikawa, A., Kirino, Y., Tomita, M. & Ohta, S. (2016). Yakugaku kyouiku 6 nennsei no ayumi (J.S.P.E. Ed. 1 ed.). Tokyo: Arcmedium Company.

Japan Accreditation Board for Pharmaceutical Education. (2008). Available at: http://www.jabpe.or.jp/about/ index.html. Accessed 10th July, 2018

Japan Accreditation Board for Pharmaceutical Education, (2018). Available at: http://jabpe.or.jp/special/pdf/h30/ h30_handbook_all.pdf. Accessed 10th July,

Japan Pharmacists Education Center. (2017). Available at: http://www.jpec.or.jp/nintei/kenshunintei/index.html Accessed 10th July, 2018

Kimura, M., Usami, E., Iwai, M., Nakao, T., Yoshimura, T., Mori, H. Teramachi, H. (2014). Oral anticancer agent medication adherence by outpatients. Oncology Letters, 8, 2318-2324

Kiuchi, Y., Masuda, Y., Kamei, D., Kogo, M. & Nakamura, A. (2013). Advanced curriculum for clinical assessment and skill in new age pharmacist education. Yakugaku Zasshi, 133(2), 231-241

Littlefield, L.C., Haines, S.T., Harralson, A.F., Schwartz, A.H., Sheaffer, S.L., Zeolla, M.M. & Flynn, A.A. (2004). Academic pharmacy’s role in advancing practice and assuring quality in experiential education: report of the 2003-2004 professional affairs committee. Am J Pharm Educ, 68(3), Art.S8

Ministry of Education, Culture, Sports, Science and Technology, (2004). Proposed Law submitted by Ministry of Education, Culture, Sports, Science and Technology in the 159th Diet (online). Available at: http://

www.mext.go.jp/b_menu/houan/an/04021801.htm# gakko. Accessed 10th July, 2018

Ministry of Education, Culture, Sports, Science and Technology. (2015). The basic policy of the revised model core curriculum (online). Available at: http:// www.mext.go.jp/b_menu/shingi/chousa/koutou/47/siryo/ attach/1333468.htm. Accessed 10th July, 2018

Ministry of Health, Labour and Welfare. (2014). Survey of Physicians, Dentists and Pharmacists. Available at: http://www.mhlw.go.jp/toukei/saikin/hw/ishi/14/. Accessed 10th July, 2018

Otori, T., Inoue, T., Hosomi, K. & Nakagawa, H. (2016). Survey on Customer Satisfaction for Evaluation and Improvement of Physical Assessment Practical Training Seminar for Pharmacists. Jpn J Soc Pharm, 35(2), 94-101

Peterson, S.L., Wittstrom, K.M. & Smith, M.J. (2011). A course assessment process for curricular quality improvement. Am J Pharm Educ, 75(8), Art.157

Ried, L.D. (2011). A model for curricular quality assessment and improvement. Am J Pharm Educ, 75(10), Art.96

Takeda, K., Takahashi, K., Shimamori, Y. & Masukawa, H. (2016). Examination of the learning influence of the collaboration learning method, comprising the jigsaw method and PBL, on students. Journal of Japan Association for College and University Education, 38(1), 144-153

Trovic, A.M. & Rouse, M.J. (2015). Pillars and foundations of quality for continuing education in pharmacy. Am J Pharm Educ, 79(3), Art.45

Truong, H.-A., Taylor, C.R. & DiPietro, N.A. (2012). The assessment, development, assurance pharmacist’s tool (ADAPT) for ensuring quality implementation of health promotion programs. Am J Pharm Educ, 76(1), Art.12

Yasuhara, T. & Kosano, H. (2014). Team-based learning (TBL) brings active and complementary learning - practice and outcome in pharmacy education.

Yakugaku Zasshi, 134(2), 169-170

Yasuhara, M. (2016), “Senmon - ninteiyakuzaishi no genjyou to kongonotenbou”. Farumashia, 52(4), 303-307

Yoo, S., Song, S., Lee, S., Kwon, K. & Kim, E. (2014). Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea. Am J Pharm Educ, 78(8), Art.149


Refbacks

  • There are currently no refbacks.
article/comments.tpl article/footer.tpl