Bilge S Sırrı, Akyüz Bahar, Ağrı Arzu Erdal, Özlem Mıdık
Department of Pharmacology, Medical Faculty, University of Ondokuz Mayıs, Samsun, Turkey.
Department of Medical Education, Medical Faculty, University of Ondokuz Mayıs, Samsun, Turkey.
Indian J Pharmacol. 2017 Jan-Feb;49(1):102-109. doi: 10.4103/0253-7613.201009.
Irrational drug use results in drug interactions, treatment noncompliance, and drug resistance. Rational pharmacotherapy education is being implemented in many faculties of medicine. Our aim is to introduce rational pharmacotherapy education by clinicians and to evaluate task-based rational drug therapy education in the clinical context.
The Kirkpatrick's evaluation model was used for the evaluation of the program. The participants evaluated the program in terms of constituents of the program, utilization, and contribution to learning. Voluntary participants responded to the evaluation forms after the educational program. Data are evaluated using both quantitative and qualitative tools. SPSS (version 21) used for quantitative data for determining mean and standard deviation values. Descriptive qualitative analysis approach is used for the analysis of open-ended questions.
It was revealed that the program and its components have been favorable. A total 95.9% of the students consider the education to be beneficial. Simulated patients practice and personal drug choice/problem-based learning sessions were appreciated by the students in particular. 93.9% of the students stated that all students of medicine should undergo this educational program. Among the five presentations contained in the program, "The Principles of Prescribing" received the highest points (9 ± 1.00) from participating students in general evaluation of the educational program.
This study was carried out to improve task-based rational drug therapy education. According to feedback from the students concerning content, method, resource, assessment, and program design; some important changes, especially in number of facilitators and indications, are made in rational pharmacotherapy education in clinical task-based learning program.
不合理用药会导致药物相互作用、治疗依从性差和耐药性。许多医学院校都在开展合理药物治疗教育。我们的目的是由临床医生引入合理药物治疗教育，并在临床环境中评估基于任务的合理药物治疗教育。
采用柯克帕特里克评估模型对该项目进行评估。参与者从项目组成部分、实用性和对学习的贡献等方面对项目进行评估。教育项目结束后，自愿参与者填写评估表。使用定量和定性工具对数据进行评估。SPSS（版本21）用于定量数据，以确定均值和标准差。采用描述性定性分析方法分析开放式问题。
结果显示该项目及其组成部分都很受欢迎。共有95.9%的学生认为该教育有益。模拟患者实践和个人药物选择/基于问题的学习课程尤其受到学生的赞赏。93.9%的学生表示所有医学生都应参加这个教育项目。在该项目包含的五个展示内容中，“处方原则”在教育项目的总体评估中获得参与学生的最高分（9±1.00）。
本研究旨在改进基于任务的合理药物治疗教育。根据学生对内容、方法、资源、评估和项目设计的反馈，在基于临床任务的学习项目中的合理药物治疗教育方面做出了一些重要改变，特别是在辅导员数量和适应症方面。
