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受中国高等教育学会药学教育研究会委托,由中国药科大学主办、中国药科大学基础部承办的“全国药学基础教学研讨会”于2005年5月28~30日在南京中国药科大学召开。著名药物化学家、中国工程院院士、中国药科大学教授彭司勋出席了会议开幕式并发表了重要讲话。中国高等教育学会药学教育研究会秘书长、中国药科大学校长助理姚文兵教授在开幕式上致辞,欢迎与会的各位专家和学者。来自全国各地40余所高校的百余名专家、学者应邀参加了此次会议。 相似文献
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我国第一所综合性药科大学——中国药科大学最近在南京正式成立。胡耀邦为中国药科大学题写了校名。中国药科大学的前身是国立药学专科学校,建于1936年,是我国较早独立设置的一所高等药科学校。新中国成立后,改名为华东药学专科学校。1952年与原齐鲁大学药学系、东吴大学药科合并,组成华东药学院,后改为南京药学院。去年10月17日,又与南京中药学院合建为中国药科大学。 相似文献
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《临床药学和医院药品管理》由David H.Lawson/等编著,1982年英国伦敦出版。该书中译本由南京军区军医学校药学教研室集体翻译,中国药科大学刘国杰教授审校,人民军医出版社出版。本书对国外临床药学和医院药品管理工作从理论和实践上加以论述。内容丰富,通俗易懂,简明扼要,观点新颖。当前我国正大力开展临床药学和加强医院药品管理工 相似文献
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受国家教委委托,日前国家医药管理局在中国药科大学召开药学理科专业调整论证会。会议围绕“如何调整药学理科专业”进行了充分讨论。与会代表一致建议:药学理科应设立药学、中药学、药物化学、药理、药物分析等 相似文献
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目的:探索我国高水平心血管专业临床药学博士(Pharm. D)培养模式,为提高我国专科临床药学实践教学质量做参考。方法:通过Pubmed、中国知网等工具检索国内外Pharm. D教育、毕业后培训和药学实践相关文献,参考美国Pharm. D先进教育经验,结合2019年北京协和医学院Pharm. D改革试点班设置,探讨适合我国心血管专业Pharm. D教学培养和临床实践模式。结果:从Pharm. D培养理念和目标、教学基地、教学大纲与课程、教学方法、临床实践、教学效果评估等多方面进行探讨,北京协和医学院心血管专业Pharm. D培养已形成较完善体系。结论:北京协和医学院设置的心血管专业Pharm. D 培养基地,已建立并探索特色的教学培养模式,对我国高水平临床药学实践教学质量的提高有一定的借鉴意义。 相似文献
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目的:探索建立北京协和医院互联网药学服务模式,助力公立医院高质量发展,以期为“互联网+ 药学”发展提供参考。方法:查阅国内外文献、开展调查研究,结合医院实践经验,归纳总结北京协和医院互联网药学服务管理制度、操作规程、服务内容和质控体系。结果:初步搭建北京协和医院互联网药学服务模式,服务内容包括互联网药学咨询、互联网处方审核、互联网用药指导、药品配送到家和互联网药学门诊。截至2022年11月30日,已完成互联网用药咨询5515例,互联网处方审核152113例,互联网电子用药指导单覆盖药品959种,药品配送33583人次,配送区域覆盖全国31个省市自治区。已取得较好的社会和经济效益。结论:互联网药学服务可以更好地满足患者的医疗需求,实现以患者为中心的药学服务转型,体现创新服务模式的理念。 相似文献
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Yamakawa K 《Yakushigaku zasshi. The Journal of Japanese history of pharmacy》1994,29(3):446-462
The history of a hundred years of pharmaceutical education in Japan is divided into six periods for the purposes of discussion. 1. Founding period of the pharmaceutical education in the Meiji era (1873-1879) The Department of Manufacturing Pharmacy, Faculty of Medicine, University of Tokyo was established in 1873 (now, Faculty of Pharmaceutical Sciences, the University of Tokyo). The purpose of this school was for professional training to accommodate growing imported Western drugs. 2. Building period of the pharmaceutical education in the Meiji era. (1880-1911) The Pharmaceutical society of Japan (academic) was established in 1880, and then 13 years later (1893) the Japan Pharmaceutical Association (professional) was established. The order of establishments, first academic and then professional, was opposite of the history in European countries. Twenty-nine schools of pharmacy were built in the Meiji era, however 20 schools of pharmacy have been closed. 3. Developing period the pharmaceutical education in the Taisho era and half of the Showa era (1912-1944) Seventeen pharmaceutical colleges were built in these periods. Pharmaceutical chemistry, pharmacognosy, hygenic chemistry, and manufacturing chemistry were mainly taught in these schools of pharmacy, however pharmacology, bacteriology, and biochemistry were not taught in these schools. 4. Reform of pharmaceutical education system after the World War II (1945-1960) In 1949, the Japanese education system was reformed, and then 46 colleges and universities of pharmacy were built. Then, the number of students doubled to 8,000. Graduates from pharmaceutical colleges and universities, pharmaceutical departments were eligible to take the national pharmacists licence examination which was conducted by the Ministry of Health and Welfare. The standard of the pharmaceutical education system was revised in 1656, recommending that the single pharmaceutical departments at the colleges of pharmacy by replaced by three departments, pharmacy, manufacturing pharmacy and biological pharmacy. 5. Improvement and developement of pharmaceutical education (1961-1985) Many universities and colleges were founded, and there are currently 46 universities and colleges. Every year, some 8,000 people who study pharmacy at 14 national, 3 public and 29 private universities enter the profession on graduation. About 60 percent found jobs in the pharmaceutical industry, and the remainder work as pharmacists in hospitals and pharmacies. 6. Recent movements toward reform in pharmaceutical education (1986-present) Two amendments to the Medical Services Law in 1986 and 1992 have specified clearly the role to be played by pharmacists and pharmacies within their local medical service and has sharpened the distinction between medicine and pharmacy. Thus, in 1994, the period required for graduation is proposed by a committee of the Ministry of Health and Welfare, supplementing of the current 4-year undergraduate pharmacy course with a 2-year postgraduate master's degree course or a 6-year new pharmaceutical education system including practical training in a medical institution for a period of at least 6 months. 相似文献
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This paper describes the status of the bachelor’s degree in clinical pharmacy education in China, with particular focus on educational institutions, programs, and curricula. The authors conducted a systematic literature review of clinical pharmacy education articles published from 2006 to 2011. To ensure the completeness of the investigation, an e-mail was sent or telephone call made directly to the colleges whose curriculum information could not be obtained by the above methodology. Twenty-three colleges offered a program in clinical pharmacy education in 2011. The colleges award either a bachelor of science or a bachelor of medicine degree with programs ranging from 4 to 5 years in duration. The 5-year BS degree program was most popular. Although the number of clinical pharmacy programs in China has steadily increased, more graduates and standardization of curricula are needed to meet the country’s steadily expanding need for quality health care. 相似文献
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In the present work, we aimed to describe the current situation and developing trend of professional Master of pharmacy education in China. Systematic searches of websites for literatures related to the specialty of professional Master of pharmacy were conducted. E-mail or telephone inquires were made directly to 108 pharmacy institutions (schools and universities) in China offering the MPharm program. The MPharm program was established in China in 2010, which primarily focuses on cultivating professionals in fields, such as drug technology transformation, inspection and regulation of drugs, registration and distribution of drugs, and pharmaceutical services. After 9 years of development, it has almost completed the overall design of its higher education paradigm with Chinese characteristics. With the rapid development of the pharmaceutical industry in China, the professional degree of pharmacy education program at the master’s level is insufficient to meet social and market demand for qualified professionals. Therefore, doctoral-level programs are now being promoted. 相似文献