[Approach to Starting Clinical Pharmacy Practice Experience Based on the Model Core Curriculum for Pharmacy Education (2013 Version) in Hokkaido Prefecture].

The Model Core Curriculum for Pharmacy Education was revised in 2013 and has been applied to all pharmaceutical universities throughout Japan since 2015. Based on this revised core curriculum for pharmaceutical education, Pharmacy Practice Experiences began in February 2019. This Model Core Curriculum focuses on application of outcome-based education in order to achieve "professional competencies for pharmacists". The Model Core Curriculum for Pharmacy Practice Experiences addressed two main points: the eight common diseases that trainees should learn about, and collaboration between universities, pharmacies, and hospitals to conduct effective training for students. In Hokkaido, the Pharmacy Education Council Hokkaido District Coordination Agency, organized by the Hokkaido Pharmaceutical Association, the Hokkaido Society of Hospital Pharmacists, Hokkaido University, and Hokkaido University of Science, and Health Sciences University of Hokkaido has worked to improve practical pharmacy education since four-year pharmacy education programs. Additionally, the agency is central to coordinating and responding to various issues and working toward the implementation of practical pharmacy training. I contributed as chair of the working group to implement pharmacy practice experiences based on revisions of the core curriculum. In particular, we formulated evaluation standards based on sample evaluations presented at a liaison conference on the practical aspects of pharmacy. In addition, in order to convey the changes in pharmacy practice experiences based on this revised core curriculum for pharmacists, I contributed to the implementation of new pharmacy practices as an instructor at seminars in Hokkaido.

Students' perceptions of biostatistics following integration into an evidence-based medicine course series.

BACKGROUND AND PURPOSE: Student pharmacists are expected to demonstrate an understanding of commonly employed statistical tests. This study describes the integration of biostatistics in an evidence-based medicine course series using a learner-centered model tailored to students' needs and interests. EDUCATIONAL ACTIVITY AND SETTING: This course series included thirteen two-hour biostatistics sessions focused on interpreting results and critiquing statistical methods. Three lab sessions were also included, which focused on producing summary reports from clinical data. Journal club presentations were the key method of assessing knowledge. A survey to evaluate students' perceptions of the course and their level of confidence in applying biostatistical concepts was administered twice to measure change over time within two student cohorts. FINDINGS: Results of the survey showed that a significantly higher proportion of students agreed they understood the analyses covered in class (97% vs. 44%, p < 0.001) and felt more confident interpreting results (82% vs. 41%, p < 0.001) in their third year compared to the second year. Students who agreed that they learned important skills for future practice had a significantly higher mean exam score (82.5% vs. 76.2%, p = 0.001). SUMMARY: The results indicate an improvement in the students' perceptions over time with regards to knowledge and usefulness of the course content. Although, integrating biostatistics in a literature-evaluation course is common, this is the first study that evaluated teaching it in more than one semester beyond inclusion in assessment rubrics.