ABSTRACT
The objective of this study was to investigate the knowledge physicians expect pharmacists to have when discussing the safety of medicines. Survey questionnaires were distributed to 81 physicians working at 2 general hospitals in the Jōetsu region of Niigata Prefecture, Japan. The survey instrument included 22 knowledge items, and for each item physicians were asked to select either “Necessary knowledge” or “Knowledge that should be understood” for pharmacists. We obtained 71 valid responses (response rate: 87.7%). Results showed that “Package inserts” were selected by most physicians: 95.8% for specialist-related inserts and 85.9% for non-specialist inserts, followed in order by “Guidelines in Japan”, “Interview forms”, “Blue letter and yellow letter”, and “Recent topics in academic meetings in Japan”. Knowledge of specialty-related fields was significantly more likely to be expected of pharmacists than non-specialty fields: 48.0% and 36.5%, respectively (p < 0.001). Overall, physicians in this study suggested that when pharmacists share information with physicians, their communications may be enhanced by referring to Japanese guidelines and relevant topics that have previously been discussed at academic meetings.
ABSTRACT
Optimal strategies for learning professionalism have not been established to date. For the purpose of resolving this problem, the author developed a novel workshop activity in which scenarios describing unprofessional behavior were represented. In the scenarios, participants performed role play followed by small group discussions. Key words chosen during discussion were pooled and reconstructed into an association chart using KJ method. From 2014 through 2017, a total of forty-four junior residents participated in the activity. To estimate the effectiveness of the workshop, participants completed a post-activity questionnaires composed of a ten-point rating scale (higher value denotes a positive evaluation) and free commentary. Most residents indicated interest in this workshop (mean rating, 8.5±1.25, median, 9). Similarly, a considerable number of residents reported that the activity allowed them an opportunity to reflect on their behavior (mean, 8.05±1.43;, median 8). Qualitative analyses of free commentary was performed using Steps for Coding and Theorization (SCAT). Consequently, 6 themes were extracted: interest in learning professionalism, exchange of diverse values, importance of reflection, recognition of objectives, difficulty in understanding professionalism, and proposals for the workshop. On association charts, key words were sorted into four to six categories; these were further arranged in such a way as to converge toward the concepts of patient-centered care. We consider that our scenario-based workshop may be an effective strategy to facilitate learning professionalism for residents.
ABSTRACT
Optimal strategies for learning professionalism have not been established to date. For the purpose of resolving this problem, the author developed a novel workshop activity in which scenarios describing unprofessional behavior were represented. In the scenarios, participants performed role play followed by small group discussions. Key words chosen during discussion were pooled and reconstructed into an association chart using KJ method. From 2014 through 2017, a total of forty-four junior residents participated in the activity. To estimate the effectiveness of the workshop, participants completed a post-activity questionnaires composed of a ten-point rating scale (higher value denotes a positive evaluation) and free commentary. Most residents indicated interest in this workshop (mean rating, 8.5±1.25, median, 9). Similarly, a considerable number of residents reported that the activity allowed them an opportunity to reflect on their behavior (mean, 8.05±1.43;, median 8). Qualitative analyses of free commentary was performed using Steps for Coding and Theorization (SCAT). Consequently, 6 themes were extracted: interest in learning professionalism, exchange of diverse values, importance of reflection, recognition of objectives, difficulty in understanding professionalism, and proposals for the workshop. On association charts, key words were sorted into four to six categories; these were further arranged in such a way as to converge toward the concepts of patient-centered care. We consider that our scenario-based workshop may be an effective strategy to facilitate learning professionalism for residents.
ABSTRACT
Hybrid revascularization by MIDCAB and stent was performed in a 70-year-old man for reperfusion in the treatment of graft stenosis after CABG. The right SVG, which supplied coronary blood flow, was immediately under the median incision site, and was approached safely by the present method. After intervention, bleeding in the left thoracic cavity occurred, but this was treated conservatively. During intervention after cardiac surgery, transient heparinization of blood was performed for prevention of coagulation. Since strong anticoagulative treatment was continued thereafter, the patient was easily bled. Therefore, it appeared preferable to take time after cardiac operation or insert an indwelling drainage tube into the pleural cavity to monitor hemorrhage. The present method appears useful for patients undergoing re-operation or of high risk.