β-ラクタムの治療薬のモニタリングを実施する薬剤師の間隔学習と伝統的な学習
Lindsay N Moreland-Head1, Sara E Ausman2, Christina G Rivera3
1Indiana University School of Medicine, West Lafayette, IN, USA.
まとめ
隔離学習は,従来の方法と比較して,β-ラクタムの治療薬モニタリング (TDM) を実施するための薬剤師の教育を改善しませんでした. 両方のアプローチは,TDMの実施中に同様の知識移転と薬剤師の満足度をもたらしました.
科学分野:
- 薬理学と医薬品科学
- 医学教育
- 医療サービス研究
背景:
- 効果的な薬剤師教育は,新しい証拠に基づいた実践の実施に不可欠です.
- 薬剤師の教育方法に関する現在の勧告は矛盾しています.
- 教育戦略を最適化することで 新しい臨床実践の採用が促進できます
研究 の 目的:
- 薬剤師が新しい実証に基づいた実践を学ぶための,間隔学習と伝統的な教育の有効性を比較する.
- 治療薬モニタリング (TDM) の実施に対する教育方法の影響を評価する.
主な方法:
- メイオ・クリニックで β- ラクトームTDMの段階的な実施中に自然実験が行われました.
- 薬剤師は2つのグループに分かれました 伝統的な教育と間隔学習です
- スパッシング・ラーニング・グループは 実験開始前の6ヶ月間,毎月エキスパートの指導を受けた.
主要な成果:
- 適切なTDM使用 (患者選択,ラボ注文,臨床行動,ドキュメント) に関して,間隔学習と従来の教育群の間で有意な差異は観察されなかった.
- 中学での知識移転の評価では,教育アプローチの違いは見られませんでした.
- 教育の効果と有用性に関する薬剤師の満足度スコアは,両方のグループで類似していました.
結論:
- 教育方法の変更は,β-ラクトームTDMの実施に関する知識の移転に影響を与えなかった.
- 空間学習と伝統的な教育は,包括的な実施計画に統合されました.
- 将来の薬剤師教育における間隔学習の役割を完全に理解するには,さらなる研究が必要です.
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