Medicine Skills Research Articles

Improving Behavioral Healthcare Access Disparities by Training Providers in Disadvantaged Communities - Evidence of Strategy Effectiveness.

Inadequate access to behavioral health services disproportionately impacts marginalized populations who live in disadvantaged areas. To reduce this gap, programs dedicated to optimizing behavioral health education and training must focus their efforts to enroll providers who practice in these disadvantaged areas. The Train New Trainers (TNT) fellowship program aims to enhance behavioral health knowledge, skills, and attitudes of primary care providers (PCPs) who deliver care in disadvantaged communities. We evaluate the effectiveness of the TNT recruitment strategy and the use of scholarships for targeting and recruiting PCPs who practice in disadvantaged communities. Observational study. TNT fellows from 2016 to 2023. State/federal classifications of medically underserved counties were used to establish scholarship criteria. Area Deprivation Index (ADI) was utilized to provide criterion validity for the use of state/federal criteria in the recruitment strategy, and to evaluate the effectiveness of the program in successfully recruiting PCPs practicing in disadvantaged communities. Practice location data were available for 347 fellows, 88.8% of whom received scholarships. Of the 347 practices, 300 (86.5%) primarily served communities meeting at least one state or federal criterion for medical shortage areas and/or underserved areas. According to ADI scores, 32.3% of practices served areas classified in the highest ADI (ADI decile 9 or 10), with a progressive increase in the proportion of fellows practicing in underserved areas each year; in 2023, 89.9% of practices met federal shortage criteria and 40.5% served areas with the highest deciles of ADI. The TNT program strategy for recruiting PCPs from high medical need geographical areas is associated with bringing primary care psychiatry education to areas considered underserved and disadvantaged. Equipping PCPs practicing in underserved areas with enhanced knowledge and skills in behavioral medicine has the potential to significantly improve the existing access gap in disadvantaged communities.

Effect of Virtual-Reality-Based Training on Emotions of Medical Students Undertaking Radiation Emergency Medicine: An Educational Experimental Study.

Integration of head-mounted virtual reality (VR) devices has been revolutionary in health professions education. In disaster preparedness training, VR simulation-based learning exposes health care professionals to the unique challenges of diverse scenarios, enhancing their adaptability. The aim of the study was to evaluate the effectiveness of a head-mounted VR tool for teaching basic radiation emergency medicine skills to medical students. The participants were 64 medical students (5th-year) who underwent a 3-hour training session in radiation emergency medicine that was conducted via head-mounted VR devices. Students scored their perceived emotion, performance, and self-efficacy at various time points in a self-reported online questionnaire. Comparison of survey responses before and after the session showed significant differences in terms of neutral emotion (P = 0.011), negative activating emotions (P < 0.001), and negative deactivating emotions (P = 0.004). The post-hoc test revealed statistically significant differences in negative activating emotions between before and during (P < 0.05), and between before and after (P < 0.05) the VR simulation. In addition, negative deactivation and neutral emotions changed significantly after the simulation. The use of head-mounted VR devices was effective in modulating medical students' emotions and contributed to improving their perceived performance in radiation emergency medicine.

Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study

AimTo evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill. BackgroundTo advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development. DesignA quasi-experimental study using a pretest-intervention-posttest design with a control group. MethodsThis study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05. ResultsFollowing the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05). ConclusionBoth teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

Virtual Obstetric Emergency Simulations: Enhancing Knowledge, Skills, and Confidence of Emergency Medicine and Obstetric Professionals.

Between 2008 and 2016, 23% of pregnancy-related deaths in Ohio occurred in an emergency department (ED) or outpatient setting. Prior research showed that 98% of Ohio's delivery hospitals conduct obstetric (OB) emergency simulations, whereas only 30% include ED staff. The goal of the grant was to increase the knowledge, skill, and self-efficacy of emergency medicine (EM) professionals in managing OB emergencies. In addition to EM professionals, there was high interest by obstetrics and gynecology (OB/GYN) and other professionals in the course. Therefore, the goal of the project was to increase these elements for all professionals including EM and non-EM professionals in managing OB emergencies. Twelve virtual training courses using simulated patient encounters and video-based skills training were conducted across Ohio on the management of OB emergencies. Scenarios focused on common causes of pregnancy-related death using data from the Ohio Pregnancy-Associated Mortality Review Committee. Pre- and posttests assessed training effectiveness. Between August 1, 2020, and June 30, 2023, 258 learners completed the course. Most were female (76.76%), White (90.61%), and under 45 years old (69.40%). Most (66.49%) were from EM, followed by OB/GYN (18.09%), and other specialties (15.43%) including family medicine and pediatric EM. Most worked in hospital settings (89.19%). Learners reported a median 10.00 (interquartile range [IQR]: 15.00) years in clinical practice. Overall, mean knowledge scores increased by 0.81 (95% confidence interval [CI]: 0.62, 1.01), after the course (p < 0.001). Mean knowledge scores increased by 0.90 (95% CI: 0.64, 1.16; p < 0.001), 0.67 (95% CI: 0.24, 1.09; p = 0.003), and 0.60 (95% CI: 0.16, 1.04; p = 0.01) for those from EM, OB/GYN, and other specialties, respectively. Median scores for reported self-efficacy increased by 24.00 (IQR: 22.33) and self-reported skills increased by 30.42 (IQR: 22.83) points (p < 0.001). Virtual simulations can be effective in improving EM, OB, and other professionals' knowledge, self-efficacy, and self-reported skills in managing OB emergencies. · Obstetric knowledge and skills can be taught effectively in a virtual environment.. · Educational interventions can use pregnancy-associated mortality data to target local patterns.. · Simulation can teach management of high-acuity, low-frequency obstetric emergencies to learners..

Autonomic nervous system education in Europe: EAN/EFAS/INUS survey on curricula and skills in autonomic medicine of European neurology residents and consultants.

Centers for training in autonomic nervous system (ANS) disorders are not widely available and the recent coronavirus 2019 pandemic temporarily reduced training opportunities in autonomic medicine across European countries. Here we evaluated the current state of education, clinical skills and postgraduate educational preferences on ANS disorders of European neurology residents and consultants. A 23-item questionnaire was developed and distributed online amongst European neurology residents and consultants via mailing lists of the European Academy of Neurology. The questions assessed demographics, current training opportunities and learning preferences in ANS disorders. Six multiple-choice questions were used to self-evaluate knowledge of ANS disorders. In all, 285 individuals answered the survey (60% female, mostly 25-34 years of age). All respondents considered clinical autonomic skills necessary for good clinical neurological practice, and 92% would like to increase their ANS knowledge. Female respondents and those who trained in Southern/Eastern/Greater Europe more frequently judged ANS skills important for clinical practice than male respondents (p = 0.012) and respondents from Northern/Western Europe (p = 0.011). Female and younger respondents felt less confident in managing ANS disorders (p = 0.001 and p < 0.001, respectively). Respondents below 45 years of age (p < 0.001) and those with lower confidence in managing ANS disorders (p = 0.004) were more likely to recommend that ANS education is embedded in the residency curriculum. Most European neurology residents and consultants reported a need for more autonomic education, with additional gender, age and regional differences. These findings underscore the importance of increasing the educational content on autonomic medicine in European medical and postgraduate curricula.

Exploration of Teaching Reform of TCM Dispensing Technology in Higher Vocational Colleges Based on Traditional Chinese Medicine Skills Competition

This paper aims to thoroughly explore the teaching reform of Traditional Chinese Medicine (TCM) dispensing technology in higher vocational colleges, with a focus on the Traditional Chinese Medicine Skills Competition. By analyzing the current teaching status and main challenges of TCM dispensing technology, and aligning with the requirements of the skills competition, a series of detailed and practical teaching reform measures are proposed. These measures are designed to comprehensively improve the teaching quality of TCM dispensing technology in higher vocational colleges, enhance students’ practical skills and professional qualities, and ultimately meet the demand for high-quality, skilled talents in the field of TCM.

Pharmacist and veterinarian collaboration in Klang Valley, Malaysia: A veterinarians' perception

BackgroundThe collaboration between pharmacists and veterinarians plays a crucial role in ensuring optimal animal healthcare. Understanding the willingness of veterinarians to collaborate with pharmacists and analyzing the prescribing trends by veterinarians are essential factors in improving the quality of veterinary care. By analyzing these aspects, valuable insights can be gained to enhance interprofessional collaboration and optimize medication management in veterinary practice. ObjectivesTo examine the willingness of veterinarians towards interprofessional collaboration with community pharmacist. MethodsA cross-sectional study was conducted among 40 veterinary clinics in Klang Valley, Malaysia. Data was collected via online using Google Forms from registered veterinarians working in private veterinary clinics in Klang Valley, Malaysia. Descriptive statistics and statistical analysis were performed using SPSS version 27. ResultsThe overall willingness of veterinarians to collaborate with community pharmacists was measured with a median score of 51 out of 75. The results indicated that 55 % of veterinarians demonstrated high willingness to collaborate. Specifically, 52.5 % of veterinarians had a positive attitude towards collaboration, 55 % recognized the roles of pharmacists positively, and 57.5 % identified barriers to collaboration. These findings highlight a generally positive inclination towards interprofessional collaboration among veterinarians. ConclusionMore veterinarians demonstrated a positive willingness to collaborate with pharmacists for optimal patient care. However, several constraints were identified, including a lack of face-to-face communication, concerns about pharmacists' knowledge or skills in veterinary medicine, and financial interests. Addressing these issues could further enhance collaboration between veterinarians and pharmacist.

Assessing Medical Student Lifestyle Medicine Skills Using an Objective Structured Clinical Examination

Assessing Medical Student Lifestyle Medicine Skills Using an Objective Structured Clinical Examination

Immersive medical training: a comprehensive longitudinal study of extended reality in emergency scenarios for large student groups

Young healthcare professionals and medical graduates often fall short in the practical experience necessary for handling medical emergencies. This can not only lead to strained feelings of inadequacy and insecurity among future physicians and less experienced healthcare providers in general, but also to detrimental outcomes for patients as emergency medicine demands rapid decision-making with low tolerance for errors. New didactic modalities and approaches may be needed to effectively address this shortcoming. Immersive technologies are powerful novel educational tools with untapped potential in medical training, and may be particularly suitable for simulation trainings in the high-stakes field of emergency medicine.Herein, we systematically explored the educational potential of extended reality (XR) technology, particularly virtual reality (VR), in the management of patients presenting as medical emergencies, combining the use of the STEP-VR application with an untethered hardware setup.Importantly, we aimed at studying multiple, large cohorts of senior medical students involving a total of 529 participants and collecting data over a period of two years. We assessed students’ acceptance of the training through a modified questionnaire measuring device handling, content complexity, degree of immersion, learning success, and seminar design.Our results show high, sustained acceptance and ease of use across different student cohorts and subgroups, with most students finding XR/VR engaging and beneficial for acquiring emergency medicine skills. Importantly, the prevalence of simulation sickness was minimal. Moreover, no major effect of the head-mounted displays (HMDs) price range was noted with regard to the learning experience. The results underscore the potential of XR/VR capabilities in effectively enhancing medical education, particularly in areas of high-stakes clinical scenarios and emergency care, by providing realistic and reproducible immersive training environments.In summary, our findings suggest that XR/VR-based training approaches could significantly contribute to preparing future physicians for the complexities of emergency medical care, encouraging the integration of such technologies into medical curricula. However, careful consideration must be given to its suitability for all students and the practical challenges of its implementation, highlighting the need for further research to harness its full potential for medical education.

Impact of Teaching Methods on Clinical Reasoning in Forensic Medicine: A Quasi-Experimental Study.

To compare the effectiveness of flipped classroom and video-assisted learning techniques with didactic lectures in promoting clinical reasoning skills in Forensic Medicine. Quasi-experimental study. Place and Duration of the Study: Department of Forensic Medicine, Dow International Medical College and Dow University of Health Sciences, Karachi, Pakistan, from May to October 2023. The study included 114 third-year medical students divided into three predefined tutorial groups. Over four weeks, within the Forensic Medicine respiratory module, each group was taught one topic per week using a distinct teaching strategy: Traditional lectures (TL) for the first group, flipped classroom (FC) method for the second group, and video-assisted teaching (VAT) for the third group. Students' learning achievements and clinical reasoning skills were assessed through a pre-test, post-test, and revision post-test. Pre-test scores showed no significant differences among the groups (p = 0.655). However, post-test scores differed significantly (F2:111 = 11.93, p <0.001). Tukiye's test indicated that the mean score for the FC group was significantly different from the TL group (p = 0.003) and the VAT group (p <0.001), but there was no significant difference between the TL and VAT groups (p = 0.422). The revision post-test indicated a significant decrease in mean scores across all groups, regardless of the instructional approach (p <0.001). The FC approach for teaching clinical reasoning in Forensic Medicine shows promising results, effectively improving student performance and learning experience. Flipped classroom, Video-assisted teaching, Clinical reasoning, Forensic Medicine teaching.

Assessment of Communication Skills in Medicine at the Siberian State Medical University

Assessment of Communication Skills in Medicine at the Siberian State Medical University

A Gender Analysis of Perceptions of Traditional Medicines by Sikerei

This paper analyzed gender perceptions of traditional medicine by sikerei in Mentawai Islands Regency. Traditional medicine by sikerei still exists amid the modernization of medicine. The Mentawai Islands are one of the unique regions in Indonesia with a rich culture and traditions. One of the important aspects of Mentawai culture is the system of traditional medicine developed by shamans or sikerei. Sikerei is an individual who has knowledge and skills in traditional medicine and is recognized as a religious and spiritual leader in the Mentawai community. The Mentawai people develop traditional medications through rituals and use leaves as medicine in the healing process. Traditional medicine by sikerei in the Mentawai community is a practice that has existed for a long time and continues to be passed down from generation to generation. The people of the Mentawai Islands Regency view males as the ones who prioritize logic in their actions and tend to be different from females, who prioritize their feelings and hearts. This also impacts their perception of the traditional sikerei healing culture. This is in line with the Perception Theory proposed by Bimo Walgito, which states that perception is a view of an object that is obtained from the process of sensing, organizing and interpreting the object received by a person so that it is something meaningful and an integrated activity within oneself. The research method used in this research was a qualitative approach with data collection through in-depth interviews. Research participants were selected purposively by considering variations in gender, age, and socio-economic background. Interviews were conducted with sikerei, men and women in several villages in the Mentawai Islands. The study took 150 samples from the Mentawai Islands. Data was analyzed using a thematic approach. Data collected from interviews were processed and analyzed to identify the patterns and themes that emerge in the perception of traditional medicine by sikerei. Comparisons between female and male perceptions were made to explore the differences and similarities in their perceptions. The results indicated that there is a relationship between gender and perceptions of sikerei traditional medicine. The chi-square test showed the number 6.732 with df 2 which meant there was a relationship between the two variables, while the contingency coefficient test showed the number 0.214 which meant that there was a low positive relationship. Keywords: Gender perception, traditional medication, sikerei

Assessing simulated patient’s actions during educational training on communication skills in medicine

Communication skills are very important for establishing trust between medical staff and patients, increasing compliance, and ensuring a high level of quality of medical care. The article presents the results of a study during which a checklist for the supervision of a simulated patient during training on communication skills in medicine was developed. An expert assessment of the actions of a simulated patient using a developed checklist makes it possible to increase the effectiveness of training and the quality of the educational process.

Internal Medicine Nursing Education Enhances Student Competency and Care Quality through Structured Training Modules

Background: The evolving demands of healthcare and advances in medical science have reshaped nursing practices, emphasizing the need for methodical and efficient care delivery. The nursing process, central to modern nursing, facilitates personalized care and priority-setting, essential in today's healthcare landscape. This study explores the impact of a structured internal medicine nursing practice training module on student competency, with a focus on diagnostic accuracy and patient care planning. Methods: An illustrative study was conducted with 130 second-year nursing students at a state-funded university from 2014 to 2016. Students participated in a training module designed around Gordon's functional health patterns, aimed at improving their practical skills in internal medicine. Data were collected through questionnaires assessing students' perceptions of the module's effectiveness in clinical practice, with analyses performed using SPSS. Results: The training module significantly enhanced students' confidence and efficiency in diagnosing and planning care, with 51% of participants finding it "Very helpful" in identifying issues and 80% supporting its use in creating nursing interventions. However, some challenges were noted, particularly in the areas of critical thinking and theoretical knowledge application. Conclusion: The internal medicine nursing practice training module proves to be an effective tool in improving students' clinical skills, diagnostic accuracy, and patient care outcomes. Addressing the identified challenges in critical thinking could further enhance the module's impact, ensuring that future nurses are well-equipped to meet the demands of modern healthcare.

Multimodal ChatGPT-4V for Electrocardiogram Interpretation: Promise and Limitations.

This study evaluated the capabilities of the newly released ChatGPT-4V, a large language model with visual recognition abilities, in interpreting electrocardiogram waveforms and answering related multiple-choice questions for assisting with cardiovascular care.

Dissecting through the Mind- The Art of History Taking in Psychiatry

History taking is an important aspect of teaching clinical skills in medicine during undergraduate and post-graduate courses. There is usually a uniformity as to how to take a reliable and informative history across various fields of medicine. Each subject, however has some specific questions pertaining to the subject which need to be addressed. History taking is given significantly much higher priority in the field of Psychiatry owing to lack of laboratory based diagnostic tools. Much of the diagnostic tools in Psychiatry are basically well structured, validated sets of questionnaires. Format of history taking remains somewhat similar in most of the literatures, but the individual skills to elicit history differs from person to person and no doubt it’s more of an art. This article aims to highlight the general format of history taking, the barriers in proper history taking, the situation specific skills, and overall art of extracting more and purposeful information from patients which can help reach the diagnosis. Keywords: History taking, Psychiatry, Skills

A medical school curriculum to foster the physician-patient relationship through narrative medicine.

e21015 Background: Narrative Competence is the ability to acquire, interpret and act on the stories of others.[1] Developing this skill can also improve health care practitioner’s sense of empathy and satisfaction with their work.[2] This study’s purpose is to evaluate the impact of a narrative medicine curriculum on medical students’ sense of connection to their patients and humanism in medicine. Methods: During the 2023 academic year, a narrative medicine assignment was introduced to the internal medicine oncology clerkship curriculum at the Yale School of Medicine. Third year medical students attended a training session on narrative medicine skills, interviewed a patient and wrote the patient’s story, and attended a session to read their written narrative. A survey was distributed to students asking for their reflections on the doctor patient relationship and the role of humanism in improving well-being and reducing burn out. Responses were de-identified and thematic analysis of responses was conducted. Results: 58 students participated in the training sessions and 11 (19%) completed a post-workshop free text survey with 5 questions reflecting on the doctor-patient relationship, the role of humanism in medicine, and the curriculum itself. Common themes that emerged include 1) how strong doctor-patient relationships makes medicine more meaningful, uplifting and enjoyable, 2) how seeking out a patient’s story is essential to the doctor-patient relationship and to optimal quality care, and 3) importance of doctor’s exhibiting care and sensitivity and placing diseases in context of their patients’ stories. Reflecting on the role of humanism in medicine, students reported that 1) taking the time to know your patients makes medicine rewarding, meaningful and worthwhile, 2) allows you to empathize and connect with patients more through recognizing their humanity and vulnerability and putting their frustrations in context, and 3) could be healing to both patient and provider. Further directions: Students suggested making the program mandatory, expanding to include pre-clerkship students and students on other clerkships, and providing more time and structure to facilitate interviewing patients and writing up their stories. Conclusions: A curriculum incorporating narrative medicine was effectively integrated and well-received by students and fostered an awareness of the rewards of listening to patient stories.

Exploration and Practice of Teaching Methods of Comprehensive Knowledge and Skills of Traditional Chinese Medicine with Traditional Chinese Medicine Traditional Skills Inheritance as the Core

Traditional Chinese Medicine (TCM) is a core component of Chinese traditional medicine, and its unique therapeutic concepts and techniques have received high attention worldwide. In the current medical education system, there are still many challenges in teaching Chinese medicine, especially the insufficient transfer of practical skills. This study aims to explore an integrated teaching model that combines theoretical teaching and practical operation with traditional skills of Chinese medicine as the core. Through literature review and case studies, this paper analyzes the deficiencies of Traditional Chinese Medicine teaching and then designs a new teaching model that highlights the integration of theory and practice, the enhancement of teacher-student interaction, and the application of diverse teaching methods. The implementation results show that this teaching model effectively improves students' practical skills in Chinese medicine, enhances their understanding and application of Chinese medicine knowledge, and significantly stimulates their interest in learning Chinese medicine. The successful practice of this teaching model not only provides valuable experience for the innovation of TCM education but also provides strong educational support to promote the continuous development of TCM. The results of this study emphasize the importance and practical value of teaching integrated skills centered on traditional skills in TCM education.

The MIDAS touch: Frameworks for procedural model innovation and validation.

Simulation-based procedural practice is crucial to emergency medicine skills training and maintenance. However, many commercial procedural models are either nonexistent or lacking in key elements. Simulationists often create their own novel models with minimal framework for designing, building, and validation. We propose two interlinked frameworks with the goal to systematically build and validate models for the desired educational outcomes. Simulation Academy Research Committee and members with novel model development expertise assembled as the MIDAS (Model Innovation, Development and Assessment for Simulation) working group. This working group focused on improving novel model creation and validation beginning with a preconference workshop at 2023 Society for Academic Emergency Medicine Annual Meeting. The MIDAS group sought to (1) assess the current state of novel model validation and (2) develop frameworks for the broader simulation community to create, improve, and validate procedural models. Workshop participants completed 17 surveys for a response rate of 100%. Many simulationists have created models but few have validated them. The most common barriers to validation were lack of standardized guidelines and familiarity with the validation process.We have combined principles from education and engineering fields into two interlinked frameworks. The first is centered on steps involved with model creation and refinement. The second is a framework for novel model validation processes. These frameworks emphasize development of models through a deliberate, form-follows-function methodology, aimed at ensuring training quality through novel models. Following a blueprint of how to create, test, and improve models can save innovators time and energy, which in turn can yield greater and more plentiful innovation at lower time and financial cost. This guideline allows for more standardized approaches to model creation, thus improving future scholarship on novel models.

Perceptions, knowledge, and perceived barriers to practicing evidence‐based medicine among pharmacists in Japanese community hospitals: A cross‐sectional multicenter survey

AbstractIntroductionEvidence‐based medicine (EBM) skills are required for pharmacists. However, the current status of EBM skills and its education in Japanese pharmacists remains unknown.ObjectivesWe investigated the perceptions, knowledge, and barriers for EBM in Japanese pharmacists.MethodsWe conducted a cross‐sectional survey of pharmacists employed by four community hospitals in Japan. A questionnaire including 55 questions to evaluate pharmacists' perceptions, knowledge, exposure, access, terminology, and barriers for EBM was developed based on our previous research.ResultsThe questionnaire was provided to 70 pharmacists and the response rate was 90% (n = 63). Regarding the 5As (Ask, Acquire, Appraise, Apply, Assess) skills, only 30.2% of pharmacists were confident in their skills for Ask, 17.5% for Acquire, 19.0% for Appraise, 34.9% for Apply, and 25.4% for Assess. Additionally, although less than 20% of pharmacists felt comfortable teaching EBM to pharmacy residents and were confident to explain to others any EBM‐related terms, more than 90% of the pharmacists recognized the importance of EBM education for patient care. Furthermore, they reported many barriers to EBM, such as skills, statistical knowledge, training, English, and opportunities to practice EBM.ConclusionAlthough most Japanese pharmacists in this study were not confident in their EBM skills and in teaching them, they acknowledged the importance of EBM. Our study suggests that providing EBM training, and the clinical roles and responsibilities could address the identified barriers, such as, lack of skills, knowledge, and opportunities to practice EBM, and pharmacists could better embrace EBM in their practice to optimize patient care.