2019 Volume 48 Issue 4 Pages 249-255
Introduction: The purpose of this study was to assess changes in attitudes and motivation of selected Tokyo University of Pharmacy and Life Sciences (TUPLS) student pharmacists who participated in two-week Clinical Pharmacy Educational Programs (CPEPs) at two US schools of pharmacy.
Method: Questionnaires were distributed to the fifth-year pharmacy students who had participated in two CPEPs groups at University of Southern California (USC) or University of California, San Francisco (UCSF) between August 2013-2016. Questionnaires contained items assessing attitudes and motivation toward English learning. Items were in the form of statements to which participants' responses were measured using a numerical rating scale (0-10; ranging from 0 = "I do not agree at all" to 10 = "I agree completely").
Results: 128 responses were analyzed between both participants at USC and UCSF (The follow-up rate was 100%). After participation in CPEPs, the mean score (confidence interval) of ‘I like English' and ‘I feel comfortable talking with English speakers' significantly increased in both groups relative to the baseline (USC group vs. UCSF group, 0.6 (0.2-1.1) vs. 0.5 (0.1-0.9), 1.0 (0.6-1.5) vs. 1.3 (0.9-1.7), respectively). However, the mean increase in score of ‘English ability comes to be needed for me to make in my future careers' and ‘I hope to have opportunities for studying or working abroad in the future' in UCSF group was significantly greater than the baseline, which showed a mean score increase of 0.5 (0.2-0.9) and 0.7 (0.3-1.2), respectively.
Conclusions: The current study suggests that CPEPs even two-weeks programs, may stimulate English learning motivation, especially integrative motivation for pharmacy student participants.
