Korean journal of medical education · 2026
A pharmacist-led, workplace-based educational intervention informed by behavioral science to influence antimicrobial prescribing in Japan.
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Masuda Koji, Gomi Harumi, Tanuma Junko, Hiramatsu Tamae, Sato Takamitsu, Takaya Saho, Kato Yasuyuki, Matsumoto Tetsuya
Аннотация
PURPOSE: Changing antimicrobial prescribing behavior is a key challenge in antimicrobial stewardship (AMS). In postgraduate clinical education, knowledge-based teaching alone is often insufficient to achieve sustained behavior change, highlighting the need for workplace-based educational designs informed by behavioral science.
METHODS: We conducted a retrospective before-after study to evaluate a pharmacist-led educational intervention designed to influence prescribing behavior of piperacillin/tazobactam (TZP) in Japan. The educational component, consisting of a pharmacist-developed video and post-test, was completed once by physicians prior to implementation, whereas a structured prescription rationale requirement was applied at each TZP prescribing event. Prescribing behavior was assessed using days of therapy (DOT) and antibiotic use density (AUD) over 6 months before and after the intervention. Educational components were treated as process indicators of engagement rather than primary outcomes.
RESULTS: All full-time physicians completed the instructional video and the post-test. Following the intervention, TZP use decreased by 22.3% in DOT, with consistent reductions observed in season-matched comparisons. Similar trends were observed for AUD.
CONCLUSION: Workflow-embedded reflective prompts may be useful as a workplace-based educational strategy for influencing antimicrobial prescribing behavior.
METHODS: We conducted a retrospective before-after study to evaluate a pharmacist-led educational intervention designed to influence prescribing behavior of piperacillin/tazobactam (TZP) in Japan. The educational component, consisting of a pharmacist-developed video and post-test, was completed once by physicians prior to implementation, whereas a structured prescription rationale requirement was applied at each TZP prescribing event. Prescribing behavior was assessed using days of therapy (DOT) and antibiotic use density (AUD) over 6 months before and after the intervention. Educational components were treated as process indicators of engagement rather than primary outcomes.
RESULTS: All full-time physicians completed the instructional video and the post-test. Following the intervention, TZP use decreased by 22.3% in DOT, with consistent reductions observed in season-matched comparisons. Similar trends were observed for AUD.
CONCLUSION: Workflow-embedded reflective prompts may be useful as a workplace-based educational strategy for influencing antimicrobial prescribing behavior.