药学硕士专业学位研究生实践教学体系探析

实践教学体系是药学硕士专业学位研究生实践能力培养的关键,关系着药学硕士专业学位研究生的培养质量。分析药学硕士专业学位研究生实践教学现状,构建以"三位一体"为目标的实践教学体系。     

以专业学位发展为基点构思药学硕士专业学位研究生培养

目的：规范药学硕士专业学位研究生的培养,提高教育培养质量。方法：结合已有的研究生培养经验,经过分析调研、会议讨论、通讯征求同行专家意见的形式,构建药学硕士专业学位研究生学位论文评价指标体系,规范化培养药学硕士专业学位研究生。结果：药学硕士专业学位研究生的课题必须紧密结合药学及相关领域的科技转化、注册与申报、生产工艺、技术改进与推广、药品监管及药学服务等实际问题。药学硕士专业学位研究生学位论文可围绕专题研究、典型案例分析、技改方案三方面内容展开。论文撰写要体现研究生综合运用科学理论、方法和技术解决实际问题的能力。根据建立的评价体系,药学硕士专业学位研究生学位论文评价结果分为优秀（≥90分）、良好（89~75分）、合格（74~60分）、不合格（≤59分）4个等级。结论：规范药学硕士专业学位研究生的培养,有利于提高教育培养质量。     

关于药学专业学位研究生培养模式的探讨

目的:为药学专业学位研究生培养模式改革提供参考。方法:查阅2010-2013年国内关于药学专业学位研究生培养模式的文献,并结合目前国内药学专业学位研究生的培养现状,就存在的问题和改革策略进行归纳、总结。结果:目前,我国药学专业学位研究生的培养模式存在导师力量薄弱,课程设置不合理,教育结构不健全,学生对专业学位的认同度不够高,质量评价体系不完善等问题。深入推进药学专业学位研究生培养模式改革,需要加强教师队伍建设,开展联合培养;完善培养方案,改进教学课程;强化学位论文应用导向作用;加强实践基地建设;充分调动药学专业学位研究生学习的积极性和主动性;推进专业学位研究生培养与职业资格的衔接;完善质量保障体系。结论:深入推进药学专业学位研究生培养模式改革,发展药学专业学位研究生教育,能更好地培养出满足社会需求的应用型人才,提高硕士研究生的就业率,减少教育资源的浪费。     

药学硕士专业学位研究生培养模式研究

以药学硕士专业学位研究生培养模式为研究对象，文章分别从课程体系、实践教学、导师队伍、考核体系四个方面的研究内容进行梳理，在总结与分析现有成果的同时，指出需要进一步探究解决的问题，从而为药学硕士专业学位研究生培养模式提供参考。     

我国药学硕士专业学位教育的发展与挑战

本篇综述介绍了我国药学硕士专业学位教育的发展现状和面临的挑战.通过查阅有关药学硕士专业学位教育文献,同时对108家培养单位进行访谈和问卷调查以获取相关信息:药学硕士专业学位设置于2010年,主要培养药物技术转化、生产、流通、使用、监管等应用领域的高层次、应用型药学专门人才.经过9年的探索与发展,药学硕士专业学位研究生教...     

药学专业学位硕士研究生培养环节探讨

为更好更快的培养适应社会需求的药学专业学位硕士研究生,对药学专业学位硕士研究生的招生、培养方向、课程教学、实践培养、质量控制等主要环节作一探讨,以对今后培养方案的改革和实施提出建议。     

专业学位药学硕士双导师制培养模式探讨

为进一步探讨我国专业学位药学硕士研究生的培养方案,提出双导师制在专业学位药学硕士培养中的不同模式,总结双导师制在实际运用中存在的问题以及应对策略。     

工业药学领域药学硕士专业学位研究生课程体系改革探索

目的:为完善工业药学领域药学硕士专业学位研究生课程体系提供参考。方法:采用比较研究法分析了国内9所"985"高等院校工业药学领域药学硕士专业学位研究生课程体系现状,在此基础上对我校药学院工业药学领域药学硕士专业学位研究生课程体系的改革思路及措施进行总结和阐述。结果与结论:工业药学领域药学硕士专业学位研究生课程体系方面,存在部分高等院校课程体系定位不明确、课程多与药学学术型硕士研究生或制药工程硕士研究生趋同、职业培训知识课程有名无实以及缺乏实践性课程等问题。我校药学院以努力实现工业药学领域药学硕士专业学位研究生课程体系的独立性和实践性为主要思路进行课程体系改革探索,重新定位了区别于药学学术型硕士研究生的培养目标;本着"充分合理利用现有课程"的原则梳理了现有课程;增加了职业培训知识课程和实践性课程;创新了教学方法。经过改革,该专业研究生毕业时的就业率逐年提高。     

企业研究生工作站模式下药学硕士专业学位研究生培养现状调查分析-以中国药科大学校企工作站培养为例

本文关注药学硕士专业学位人才培养现状,以中国药科大学企业研究生工作站的药学硕士专业学位研究生培养实践为研究对象,通过实地调研和问卷分析,对工作站模式下校企联合培养研究生取得的成效和存在的问题进行研究,并针对性的提出对策和建议。     

企业研究生工作站模式下药学硕士专业学位研究生培养现状调查分析——以中国药科大学校企工作站培养为例

本文关注药学硕士专业学位人才培养现状,以中国药科大学企业研究生工作站的药学硕士专业学位研究生培养实践为研究对象,通过实地调研和问卷分析,对工作站模式下校企联合培养研究生取得的成效和存在的问题进行研究,并针对性地提出对策和建议。     

Pharmacy practice in the United States Air Force

The current status of pharmaceutical services in the United States Air Force Medical Service is described. The mission of the USAF Medical Service is to provide medical support to combat forces and to deliver health care to active duty and retired military members and their dependents. The USAF operates 121 medical treatment facilities (MTFs) worldwide. Pharmaceutical services in these MTFs are governed by federal law, recognized standards of professional practice, Department of Defense directives, and Air Force regulations. Ambulatory-care services are emphasized, and clinical services are provided in many MTFs. Pharmaceutical services are supported by the TRIPHARM computer system. In addition to other professional opportunities, USAF pharmacists have the opportunity to pursue graduate-level academic training or residency training under Air Force Institute of Technology sponsorship. The USAF Medical Service will continue to ensure that contemporary pharmaceutical services are available in all MTFs by providing graduate-level training to pharmacists, encouraging the adoption of new technologies, and facilitating the exchange of information among MTFs.     

专业学位水平评估视角下药学硕士培养体系优化

专业学位水平评估是提升专业学位研究生培养质量的重要手段,对学位授权点围绕专业学位教育应用性、实践性等特点完善人才培养体系有指导性意义。从培养目标契合度、师资队伍支撑度、培养过程匹配度、职业需求吻合度、社会满意度、质量保障体系有效度六个维度对专业学位评估指标进行解读。在此基础上,建议药学硕士的培养应在工业药学、临床药学、管理药学三个领域分别聚焦,构建人才培养方案,打造专业化的导师队伍,开展案例教学与实践基地建设,重视学位论文实践意义,完善人才培养质量保障体系建设,最终实现药学硕士专业学位教育与制药工程师、临床药师等职业人才有机衔接,促进医药行业发展。     

Investigations and feedback on the training mode of professional master’s degree of clinical pharmacy in Peking University and the preliminary exploration of Pharm. D. Education

In order to carry out the comprehensive reform of the professional master’s degree training mode of clinical pharmacy, we carried out interviews among 91 persons on the professional master's degree of clinical pharmacy in Peking University School of Pharmaceutical Sciences and collected extensive feedback. We preliminaries explore the mode of Doctor of Pharmacy (Pharm. D.) Education, laying the foundation for Doctor’s education of professional clinical pharmacy in China. We conducted investigations and interviews among 91 clinical pharmacists and students of Peking University School of Pharmaceutical Sciences on the training of professional master’s degree and Pharm. D. education mode, which includes 67 postgraduates and 24 clinical pharmacists. Respondents put forward the problems of training mode and corresponding suggestions and opinions from different aspects during the investigation and interview. The results mainly divide into four aspects: curriculum setting, clinical practice, assessment system and teaching resources. Respondents put forward effective feedback on the above four aspects, which are beneficial to the comprehensive reform of the training mode of professional master degree in clinical pharmacy and preliminary exploration of Pharm. D. Education in China.     

Harvey A. K. Whitney Lecture. To a new beginning from converging paths

The implementation of the pharmaceutical care concept is discussed. Current activities of professional pharmacy organizations are laying the groundwork for the new emphasis on patient outcomes, which is seen in the mission statements of the American Pharmaceutical Association (APhA) and the Joint Commission of Pharmacy Practitioners (JCPP). APhA is revalidating its standards of practice; the American Association of Colleges of Pharmacy (AACP) has formed a Commission to Implement Change in Pharmaceutical Education; the American Council on Pharmaceutical Education (ACPE) is revising its standards to be consistent with entry-level practitioners' ability to provide pharmaceutical care and seeking ways in which pharmacists currently practicing in all sites can upgrade their skills. These groups are called on to implement pharmaceutical care: To make known the "value-added services" encompassed in pharmaceutical care, JCPP should market to the public its concept of pharmacists' mission. APhA should analyze pharmaceutical services currently provided and promote postgraduate training programs in pharmaceutical care. ACPE must focus on ways pharmacists can achieve the competencies required for pharmaceutical care, and AACP must ensure that academic programs are consistent with the needed competencies. ASHP should hold a national conference on implementation of pharmaceutical care, create a commission for this purpose, direct more effort at pharmacists practicing in nonhospital settings, and accelerate its clinical skills development program. Employers should put less emphasis on "clinical" designations and Pharm.D. degrees and more on the ability to provide pharmaceutical care. Implementation of pharmaceutical care is imperative.     

以项目为依托的药学类专业学位研究生培养模式

结合近年药学领域专业学位硕士研究生培养经验和与国内外交流情况,对专业学位硕士研究生培养模式进行再思考,提出以项目为依托、以团队为基础、解决关键技术问题为考核目标的培养模式。     

A history of a hundred years of pharmaceutical education in Japan

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.     

制药工程专业建设和发展的总结

从历史沿革、学科支撑、课程设置、人才培养方案和实践教学体系等方面总结天津科技大学生物工程学院在制药工程专业建设中彰显生物制药特色、突出创新和实践能力培养的情况。提出专业建设发展中要紧密结合区域产业、不断优化和完善课程体系、加强实践和创新能力训练、构建科学的教学管理体系的研究思路,为今后制药工程专业的发展奠定良好基础。     

中药鉴定学和药用植物学课程评价机制探讨

根据中药鉴定学、药用植物学学科的特点,结合社会对中药鉴定人才素质的要求,以突出实践能力、培养高素质人才为目标,进行中药鉴定学、药用植物学课程实践评估机制改革研究是很有必要的。     

Accreditation of pharmacy education in Japan

The need of society for professional pharmacists has been growing. In response to social needs, the six-year pharmacy education system, which is mandatory for registration for the examination to become a licensed pharmacist, was established under the Pharmacists Law and the Fundamentals of Education Act in academic year 2006. In accordance with the amendment of the Fundamentals of Education Act, it is obligatory to develop an accreditation system for six-year pharmacy education in Japan. The Committee for the Accreditation System for Pharmacy Education in Japan was set up under the Committee of Pharmacy Education Reform of the Pharmaceutical Society of Japan to investigate the accreditation system and to draw up a draft of the evaluation standard. The draft was distributed at the end of January 2007 to request feedback from each pharmaceutical university and will be revised within the next few years simultaneously with trials for accreditation.     

以人工智能为导向的信管专业人才培养方案

构建科学的人才培养方案是保证专业人才培养质量的必要条件。从确定培养目标、改革课程体系、优化师资队伍和改进人才培养模式四个方面,对如何以"人工智能"为导向,制定具有医药行业特色的信管专业人才培养方案进行了系统研究。以中国药科大学信管专业为例,提出一套系统、完整、可实施性的人才培养方案。对人工智能时代兴办具有行业特色的信管专业具有一定借鉴价值。