Development of problem based learning using an e-learning for pharmacy students.

重要的是学生获得考虑最合适的药学服务的能力，为患者提供高质量的护理。在日本，药学教育课程正在转变为更多的病人指导，重点是治疗和护理。然而，这种临床药学教育在日本还没有完全发展起来。对于药学专业的学生，我们已经引入了基于问题的学习（PBL）与角色扮演利用模拟病人，这往往有助于他们学习沟通技巧。本研究将学习管理系统（LMS）支持下的PBL临床培训引入到日本修济大学药学实习的预培训中。LMS的三个主要功能是：（1）内容管理，（2）通信管理和（3）性能管理。我们开发了LMS上的处方问题的内容，并将其用于药学实践前培训的学生的培训。在小组讨论中，学生在LMS中进行辩论，并扩大了小组讨论在PBL中的地位。此外，我们使用LMS的通信功能作为学生和教师在实践场所进行临床培训的公告板。我们引进的LMS软件程序（BlackboardR）在管理评估方面具有上级优势。在临床培训中，学生通过LMS对示范核心课程进行自我评价，并提交临床报告。我们进行了一个问卷调查的学生对LMS支持的印象。同学们对本课程进行了重要而有趣的评价，包括网上小组讨论的合作。这些结果表明，我们介绍的LMS程序是有用的学生不仅在药学实践的预培训，而且在实践地点的临床培训。

It is important for students to acquire the ability of considering the most appropriate pharmaceutical services to provide high quality care for the patients. In Japan, curriculum of pharmacy education is changing into more patient instruction focused on therapeutics and care. However, such clinical pharmacy education is still not fully developed in Japan. For pharmacy students, we have already introduced the problem-based learning (PBL) with the role-playing utilizing a simulated patient, which tended to help them learn communication skills. In this investigation, the clinical training with PBL method supported by learning management system (LMS) was introduced into pre-training for pharmacy practice at Shujitsu University. The three major functions of LMS are: (1) Contents Management, (2) Communication Management, and (3) Performance Management. We developed the contents of the prescription question on LMS and used it for the training of the student in pre-training for pharmacy practice. In small group discussion (SGD) about the prescription, the student argued in LMS and the place of SGD on PBL was expanded by LMS. Furthermore, we used a communication function of LMS as a bulletin board for student and faculty in clinical training at practice sites. We introduced LMS software program (BlackboardR) is superior in management of the assessment. In clinical training, the students did self-evaluation of model core curriculum by LMS and submitted a clinical report. We conducted a questionnaire survey of the students' impression about LMS support. Students made significant and interesting evaluation on this program, with regard to the cooperation in group-discussing in the internet. These results indicate that our introduced LMS program is useful for students not only in pre-training for pharmacy practice but also in clinical training at practice sites.