약학대학 학생을 위한 병원기초약무실습 교육도구 개발 및 적용 평가

Abstract

Since 2013, basic pharmacy practice education (BPPE) program has been implemented underthe new six-year Pharmaceutical College curriculum in Korea. In accordance with this implementation,the pharmacy department at St.Mary’s Hospital in Seoul has developed its own BPPE program whichwas composed of the following 10 education items: introduction of hospital pharmacy practice, evaluationmedicine prescription, various dosage forms preparation, major prescription preparation, injectabledrugs preparation, drug information provision, medication safety evaluation, medical terminology,patient evaluation, and patient counseling. To evaluate the effectiveness of the BPPE program and students’satisfaction,the first 20 students trained under the BPPE program were surveyed and practicallytested. The students rated their knowledge level of each education item pre- and post-BPPE: using the4-point Likert scale from 1 to 4, where 1 is very low, 2 is low, 3 is high and 4 is very high. The objectivepractical tests were done after the BPPE. The students’safety evaluation survey contained questions on overall satisfaction, self-sufficiency, benefits of the education, and self confidence in further advancedpharmacy practice education program. All students responded to the survey. For self-assessed knowledge level of each education item, theportion of positive responders significantly increased in all items in the post-BPPE survey (p<0.001), and‘medication safety evaluation’among the items showed the greatest increase followed by ‘injectabledrug preparation’and ‘various dosage forms preparation’. In the objective practical tests after theBPPE,‘ various dosage preparation’had the highest scores of 93.8±1.1 (mean ±SD), and‘ medical terminology’and‘patient counseling’had the lowest scores of 80.5±8.5. There was no statistically significantrelationship between the self-assessed knowledge and the objective test scores. All students positivelyanswered to overall satisfaction. Only 76.7% of the students positively answered to self confidencein further advanced pharmacy practice education program, and the most negatively responded confidentitem was‘ injectable drugs preparation’. The results suggested that the BPPE program was efficient andhighly satisfying. However, the self assessment did not significantly correspond to objective evaluation. Therefore, consensus between preceptors and students regarding the purpose of BPPE, standard of students’evaluation,and items of BPPE is needed. Furthermore, there should be persistent efforts betweenthe pharmacy school and practice field by sharing information as a way to be complementary to eachother for more systematic and efficient pharmacy practice education program.