title: [Usefulness of group work as a teaching strategy for long-term practical training in the 6-year pharmaceutical education].
abstract: At the initiation of long-term practical training in the 6-year pharmaceutical education, there are many issues to be solved. For example, it is necessary for teaching pharmacists, who are in charge of both staffing and teaching pharmacy students, to manage their workload with other staff pharmacists. To overcome this situation and to improve the motivation of teaching pharmacists towards student practical training, we twice held group work (GW) sessions for teaching pharmacists, and then evaluated whether such training was effective for their understanding of the Model Core Curriculum for Practical Training and for promoting a higher level of motivation. During the two-day GW discussions, teaching pharmacists, who work daily in the dispensing area, were separated into two groups to discuss teaching skills. A questionnaire survey was completed by participants before and after each GW session. According to the survey, more than 90% of the pharmacists had a higher motivation level for practical training after the sessions. Particularly in the second GW training, the response rate of "being actively involved" improved from 40% to 70%. Furthermore, "The Educational Evaluation Testing" was conducted, which confirmed the increased participant comprehension. The median scores of the comprehensive exams significantly (p<0.01) improved in twice GW, respectively. Therefore, we conclude that GW sessions are a useful tool for both improving professional knowledge about the Model Core Curriculum and motivating teaching pharmacists involved in the practical training of students. We hope that this exercise will lead to higher student motivation and satisfaction during their practical training.
authors.affiliation: Department of Hospital Pharmacy, Okayama University Hospital, Okayama, Japan.
authors.forename: Kazuko
authors.initials: K
authors.lastname: Kubo
authors.forename: Hiromi
authors.initials: H
authors.lastname: Okazaki
authors.forename: Hiroki
authors.initials: H
authors.lastname: Ichikawa
authors.forename: Shigeki
authors.initials: S
authors.lastname: Nishihara
authors.forename: Hideki
authors.initials: H
authors.lastname: Nawa
authors.forename: Masatoshi
authors.initials: M
authors.lastname: Okazaki
authors.forename: Yoichi
authors.initials: Y
authors.lastname: Kawasaki
authors.forename: Hironori
authors.initials: H
authors.lastname: Nakura
authors.forename: Hisashi
authors.initials: H
authors.lastname: Matsunaga
authors.forename: Toshiaki
authors.initials: T
authors.lastname: Sendo
mesh_terms: D032882:Comprehension; D004512:Education, Pharmacy / Q000379:methods*; D004513:Education, Pharmacy, Continuing / Q000379:methods*; D004521:Educational Measurement; D005178:Faculty; D006801:Humans; D007564:Japan; D009042:Motivation; D010549:Personal Satisfaction; D010595:Pharmacists / Q000523:psychology*; D018794:Problem-Based Learning; D011361:Professional Competence; D013339:Students, Pharmacy / Q000523:psychology; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*