Responses to the COVID-19 pandemic and its impacts on pharmacology education in the universities and colleges in Japan: nationwide emergency survey jointly conducted by the Physiological Society of Japan and the Japanese Pharmacological Society

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  • Mogi Masaki
    Department of Pharmacology, Graduate School of Medicine, Ehime University
  • Furuyashiki Tomoyuki
    Division of Pharmacology, Graduate School of Medicine, Kobe University
  • Takuma Kazuhiro
    Department of Pharmacology, Graduate School of Dentistry, Osaka University
  • Otsuguro Ken-ichi
    Laboratory of Pharmacology, Faculty of Veterinary Medicine, Hokkaido University
  • Tanaka Satoshi
    Department of Pharmacology, Division of Pathological Sciences, Kyoto Pharmaceutical University
  • Minami Masabumi
    Department of Pharmacology, Graduate School of Pharmaceutical Sciences, Hokkaido University

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  • 「COVID-19に対する各大学の対応と生理学及び薬理学教育への影響に関する緊急合同調査」についての結果報告
  • 「 COVID-19 ニ タイスル カク ダイガク ノ タイオウ ト セイリガク オヨビ ヤクリガク キョウイク エ ノ エイキョウ ニ カンスル キンキュウ ゴウドウ チョウサ 」 ニ ツイテ ノ ケッカ ホウコク

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<p>With the spread of new coronavirus infections (COVID-19), universities/colleges have transformed their educational format from conventional group education to distance learning. In order to share information on the new educational format among the members of the society, the Physiological Society of Japan and the Japanese Pharmacological Society (JPS) jointly conducted the “Emergency Joint Survey on Responses of Universities to COVID-19 and Its Impact on Physiology and Pharmacology Education”. The JPS surveyed pharmacology departments/divisions at schools of pharmacy, medicine, dentistry, and veterinary medicine in 202 universities (response rate 89%) from August to September 2020. 85% of the universities changed the lecture method, and 70% changed the practical training. 30%, 30%, and 40% of the lectures were live, on-demand, and mixed (combination of live and on-demand) lectures, respectively. 25% of the practical training was live or a combination of live and on-demand lectures, and 45% was on-demand delivery. There are many problems to do online methods such as stable network environment, lack of the reality for students and difficulty of the check of their understanding. On the other hand, there are unexpected benefits in online methods such as anytime learning, an increase in questions from students and repeatable learning. More than 60% considered employing the newly introduced educational styles even after the pandemic. Students’ mental health problems and disruption of daily rhythms, quality assurance of online education, and copyright issues were also concerned. Pharmacology education faces a significant turning point in introducing and improving distance learning with or post the COVID-19 pandemic.</p>

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