Handa Satoko, Kohyama Noriko, Kurihara Tatsuya, Sugiyama Erika, Tanaka Sachiko, Yamamoto Hitomi, Miyasaka Yoshiyuki, Kogo Mari, Kato Yasuhisa, Nakamura Akihiro, Yamamoto Toshinori
Showa University, School of Pharmacy.
Yakugaku Zasshi. 2020;140(12):1441-1454. doi: 10.1248/yakushi.20-00029.
A requirement, which students must satisfy, for a diploma at the Showa University School of Pharmacy is the ability to "plan, practice, and assess pharmacotherapy". To continuously assess the ability of students to meet this requirement and to provide patients with proper pharmacotherapy during student clinical rotations, we formulated the "Rubric assessment for pharmacotherapy" and evaluated its usefulness in tutorial learning classes. Clinical pharmacy faculty members created the rubric based on the Subjective, Objective, Assessment, and Plan (SOAP) note guidelines of the university. Third- (2016) and fourth-year students (2017) were required to self-assess their SOAP notes to analyze six clinical cases using the rubric. The rubric consists of three domains: (1) Evaluation of patient condition, (2) Proposal of pharmacotherapy, and (3) Plan for an assessment of pharmacotherapy. The rubric comprises 31 subdomains and is evaluated according to four levels of performance. In this study, 978 rubric sheets that were used by students to evaluate their own SOAP notes were analyzed. We found that the students were able to continuously self-assess their performance using the rubric while continuously improving their achievement level (p<0.05). The results of this study suggest that rubric assessments may be used as a tool for supporting students to plan, practice, and assess pharmacotherapy.
昭和大学药学院学生获得文凭的一项必须满足的要求是具备“规划、实施和评估药物治疗”的能力。为了持续评估学生满足这一要求的能力，并在学生临床轮转期间为患者提供适当的药物治疗，我们制定了“药物治疗的评分标准评估”，并在辅导学习课程中评估了其有效性。临床药学教员根据该大学的主观、客观、评估和计划（SOAP）记录指南制定了评分标准。要求三年级（2016年）和四年级学生（2017年）使用该评分标准对他们的SOAP记录进行自我评估，以分析六个临床病例。该评分标准包括三个领域：（1）患者病情评估，（2）药物治疗方案建议，以及（3）药物治疗评估计划。该评分标准由31个子领域组成，并根据四个表现水平进行评估。在本研究中，分析了学生用于评估自己SOAP记录的978份评分标准表。我们发现，学生能够使用该评分标准持续自我评估他们的表现，同时不断提高他们的成绩水平（p<0.05）。本研究结果表明，评分标准评估可作为支持学生规划、实施和评估药物治疗的一种工具。
