抄録
This study analyzed the progression of students’ practical pharmacotherapy skills from pre- to post-pharmacy practice experience to improve educational contents from the third to fifth years. It also explored the relationship between these skills at the end of the practice experience and rubric assessment subdomains. This study included 133 pharmacy students who completed their pharmacy practice experience. Self-assessments using a pharmacotherapy rubric were conducted before and after the experience, assessing progression in students achieving the target level. The rubric consists of three domains: “Evaluation of patient condition,” “Proposal of pharmacotherapy,” and “Plan for assessment of pharmacotherapy,” with 31 subdomains. At the end of the practice experience, students who reached the target level in all subdomains were categorized into the high practical pharmacotherapy skills groups, whereas those with unachieved subdomains were categorized into the low skills group. Significant subdomains differentiating these groups were extracted. Students’ practical pharmacotherapy skills improved steadily, with a significant increase in the percentage of those who achieved the target level each year. For the third, fourth, and fifth years, respectively, the results were: “Evaluation of patient condition” — 73％, 79％, and 89％, respectively; “Proposal of pharmacotherapy” — 66％, 72％, and 82％; and “Plan for assessment of pharmacotherapy” — 51％, 63％, and 78％. The high group comprised 46％, while the low group made up 54％. Large differences were observed between the two groups across 10 subdomains, which were classified into three patterns for educational improvement. Practical pharmacotherapy skills improved progressively. Furthermore, specific subdomains and optimal timing for educational improvement were identified.
