Otori Toru, Murakami Etsuko, Matsuyama Kenji
Faculty of Pharmacy, Kinki University, Higashiosaka, Osaka, Japan.
Yakugaku Zasshi. 2012;132(3):381-6. doi: 10.1248/yakushi.132.381.
Since 2005, the Japanese pharmacy education program has changed to a six year-system from a four year-system with the aim to help students obtain a higher level of clinical knowledge and skill regarding humanity and morality. Under the new pharmacy education system, the correct assessment of vital signs is observed in pharmacy practice so that pharmacists can sell "over the counter drugs (OTC)" safely. From this point of view, we started a pharmacy practice that recognizes a series of vital signs, i.e., blood pulse, blood pressure, respiratory sound, and electrocardiogram, using a physical figure subjecting to 4th-year students (n=142) . After the practice, a questionnaire was conducted in order to assess the satisfaction of the practice. The results suggested that students could successfully learn physical assessment by using physical figures (ratios more than grade 4: 60%). Students could also evaluate the necessity of physical assessment (ratios more than grade 4: 70%), suggesting the practice of using physical figures was accepted by most students.
自2005年起，日本的药学教育项目从四年制改为六年制，目的是帮助学生获得更高水平的关于人文和道德的临床知识与技能。在新的药学教育体系下，药学实践中会对生命体征进行正确评估，以便药剂师能够安全地销售“非处方药（OTC）”。从这一角度出发，我们开展了一项药学实践，让四年级学生（n = 142）使用人体模型来识别一系列生命体征，即脉搏、血压、呼吸音和心电图。实践结束后，进行了问卷调查以评估实践的满意度。结果表明，学生能够通过使用人体模型成功学习体格检查（四年级及以上比例：60%）。学生也能够评估体格检查的必要性（四年级及以上比例：70%），这表明使用人体模型的实践得到了大多数学生的认可。
