美国药学教育发展历程对我国的启示

目的:了解美国药学教育发展历程及其对我国药学教育的借鉴意义。方法:通过美国实地考察和资料查询,对美国临床药学教育,包括药学教育认证、入学方式、学制及学历学位、课程设置等内容进行剖析,并与国内药学教育进行比较。结果与结论:美国的临床药学教育为经认证的6年制药学博士教育,其学位为针对药师职位特设的Pharm.D,课程设置标准程度高,选修课程多,注重实践教学和学科融合。美国已形成较为成熟的药学教育模式,对我国药学教育具有一定的借鉴意义。     

药师临床服务的现状及发展方向

临床药学(clinicalpharm acy,CP)始于20世纪60年代的美国,其主要任务是保证病人用药安全、有效、经济,其核心是指导临床合理用药。药学监护或药学服务(pharm aceuticalcare,PC)是临床药学的延伸,是美国药学家于1988年提出,并于1993年在国际药学会议上被正式肯定,是人类和社会发展的必然产物。目前,美国的临床药师一般由药学博士担任,在全美药学院校中有57所设置了6年制临床药学专业,授予药学博士(Pharm a.D)学位,另有58所院校规定,药学人员在获得药学学士学位后,可再续读临床课和实践课而授予Pharm a.D学位。而从2000年6月1日起,将全面…     

美国临床药学教育模式差异的启示

我国临床药学起步较晚,受传统药学教育重生产、重科研,轻临床应用的影响,临床药学教育发展较为缓慢,缺乏规范的教学模式.对比美国临床药学教育的培养目标、学历学位、学制、课程体系、授课方式、实践安排等方面,于差异中寻求发展临床药学教育的启示,从而进一步完善临床药学教育模式.     

亲历美国高等药学教学体制模式:访学美国南加大后的观察和思考

目的通过作者亲历美国南加州大学药学院教学,浅议我国高等药学教学体制模式的改变。方法介绍美国南加州大学药学院的教学模式,并对比我国的药学教育体制。结果目前药学博士(Pharm D)培养已成为美国药学院校的核心教育体系。Pharm D培养的目标是临床药学服务。结论我国应顺应时代发展要求,大力加快发展临床药学教育,促进药学学科发展。     

美国医院药学教育与实践

目的:为我国医院药学教育与实践者提供参考。方法:以美国内布拉斯加医学中心为例,从药物与治疗学委员会、医院药房管理、临床药学教育和医院药学人员工作职责四个方面介绍美国医院药学教育与实践。结果:药物与治疗学委员会职责为制订与执行与药品使用、管理相关的政策,监测药品的使用等,其下设有处方集、用药管理两个分会和一支由医学、护理与药学人员组成的专家小组;医院药房管理主要涉及药品配制、医嘱审核、药品调剂和自动化技术四个方面;临床药学教育分为专业药学学位教育和毕业后继续教育两种;医院药学服务团队由药师和药学技术人员组成,药师主要负责查房及患者监护、药物重整、用药咨询与药品管理,药学技术人员主要负责药品采购、配制、运输、养护等传统药学服务工作。结论:美国临床药学实践处于全球领先水平,其医院药学教育与实践的经验值得借鉴与学习。     

心血管专业临床药学博士培养模式的探索与实践

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...     

美国和香港的临床药学教育和实践培训

临床药济师的培训包括理论知识的学习、见习和实习. 目前美国新培养的临床药剂师必须拥有药学博士的学位. 药学博士报考者的本科学士专业并不受限于基本或应用科学,但在大学的学习中需要完成规定的预修课程.     

美国药师培养体系的启示

以美国匹兹堡大学药学院Pharm D学位教育为例,评述美国药学服务型人才的学位设置、培养目标、课程设计、教学方法以及师资队伍建设等药师的培养体系及模式。审视我国当前药学教育的现状与执业药师转型发展,提出借鉴国外药学教育的成功模式和经验,推进我国高等药学职业教育,从人才培养源头提高我国执业药师的素质与能力。     

我国临床药学发展现状

临床药学（clinical pharmacy）起源于20世纪60年代,在发达国家（以美国为例）,45％的医院设有临床药师职位,而且多由具有药学博士（PharmD．）学位的药师担任。我国临床药学工作虽起步不晚,但一直发展缓慢,各地区间发展也缺乏均衡。对比一些临床药学发展较为成熟的国家,我们应明确我国临床药学进一步发展所需要的条件和环境,制定出适应我国临床药学工作迅速发展的方案。     

日本药学高等教育的现状及其启示

介绍日本药学高等教育的发展概况、学制与学位、人才培养模式及特点、课程设置等,总结日本药学教育的3个特色,分析我国高等药学教育中存在的不足,提出改革的思路和建议。     

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.     

Postgraduate academic desires: senior doctor of pharmacy students

Senior Doctor of Pharmacy (Pharm.D.) students were surveyed by questionnaire to glean information about academic training, and residency, fellowship, or practice positions sought after graduation. There were 227 (27 percent of total surveys) responses. Of those responding, 71 percent were Bachelor of Science graduates, 29 percent were Pharm.D. primary degree students, and 18 percent completed a residency either before or during Pharm.D. training. Fifty percent had an average of three years of clinical services work experience prior to their Pharm.D. education. There was strong interest in postgraduate education by respondents: 41 percent for residencies and 26 percent for fellowships. Of resident candidates, 18 percent and 49 percent, respectively, considered research essential and important to the program. Areas of greatest interest in residencies were general medicine, infectious disease, and pharmacokinetics. Important to the selection of a fellowship was the research proposal and concurrent clinical practice. Pharm.D. students are interested in postgraduate training as residents (60 percent), fellows (38 percent), or both (2 percent). Desired activities are research and clinical practice independent of residency or fellowship interest.     

Perceived benefits of the Pharm.D. as a second pharmacy degree

The perceived benefits of the Pharm.D. as a second degree was studied among pharmacists who earned the degree after the B.S. degree in pharmacy. A questionnaire was mailed to post-B.S. Pharm.D. recipients who graduated after 1968. The 224 pharmacists (72%) who responded represented 54 baccalaurate and 12 Pharm.D. programs. Sixty-seven percent had gained hospital practice experience prior to returning to school for their Pharm.D. degree. The data did not show "job dissatisfaction" to be a major factor prompting pursuit of the Pharm.D. Most initially sought the advanced degree in an attempt to gain greater patient involvement (43%). In 10 years, 51% hope to have attained some kind of administrative position, 15% desire to have combined clinical and administrative responsibilities, while 37% prefer a purely clinical position. Thirty-four percent would like to have a position in education. Most respondents in institutional practice (59.4%) and education (88.6%) felt they would not have their present position without the Pharm.D. degree. Fifty-nine percent receive an annual salary greater than $21,000 including fringe benefits. Most pharmacists who earned a post-B.S. Pharm.D. degree believe they have benefited from their advanced professional degree, both in job responsibilities and salary.     

Drug information pharmacists at health-care facilities, universities, and pharmaceutical companies.

A national survey was conducted to provide a profile of drug information pharmacists. Questionnaires were mailed to 436 drug information pharmacists whose names were obtained from directors of drug information centers (DICs) at health-care facilities, universities, and pharmaceutical companies. The net response rate was 64% (278 usable replies). Most respondents were 30 to 39 years of age and had practiced in drug information for four years or less. There were equal numbers of male and female respondents. More than half had a doctor of pharmacy (Pharm.D.) degree, and about half had completed a postgraduate residency or fellowship. Respondents with a Pharm.D. degree or postgraduate training reported a more favorable professional outcome, including position, income, and job satisfaction. Respondents reported a high level of professional involvement, including faculty appointment, publishing, and professional membership. Common reasons cited for choosing a career in drug information were an opportunity to continually learn, job satisfaction, and regular work hours. More than 70% of respondents were either very satisfied or extremely satisfied with their current job position. The most frequently reported income range was $40,000-44,999; distribution of income differed significantly among geographic regions. Drug information pharmacists report a high level of job satisfaction and involvement in professional activities; they often have completed advanced pharmacy education or postgraduate training.     

全面建立药学监护能力———美国Pharm D教育课程设置及培养模式(论著)

目的：探讨美国药学博士（Pharm D）教育课程设置及培养模式。方法：结合作者在美国培训的经历,简要介绍美国Pharm D教育的发展历史、培养目标、教育体制、教育内容等,探讨其对我国临床药师教育的启示。结果和结论：我国可借鉴美国Pharm D教育的药师培养制度,规范临床药师培训。     

Clinical Pharmacy Services in Hospitals Educating Pharmacy Students

In 1995 we conducted a national survey of 1102 acute care hospitals in the United States to determine types of clinical pharmacy services, patient-focused care, and pharmaceutical care used to educate and train pharmacy students, and compared outcomes with surveys in 1989 and 1992. Clinical pharmacy services offered in 50% or more of Pharm.D.-affiliated hospitals (core services) were drug-use evaluation, in-service education, pharmacokinetic consultations, adverse drug reaction management, drug therapy monitoring, protocol management (most common for aminoglycosides, nutrition, antibiotics, heparin, warfarin, theophylline), nutrition team, and drug counseling. Comprehensive pharmaceutical care programs were established in 64%, 42%, and 33% of Pharm.D., B.S., and nonteaching hospitals, respectively. Patient-focused care programs were beginning or established in 77%, 71%, and 60%, respectively. Pharmacists served as care team leaders in 23% of hospitals affiliated with a college of pharmacy. Most common ambulatory care clinics were oncology, anticoagulation, diabetes, geriatrics, refill, and infectious diseases/HIV. For-profit hospitals rarely provided education for pharmacy students. Thus patient-focused and comprehensive pharmaceutical care programs exist according to a hospital's academic program affiliation with Pharm.D. or B.S. degree program.     

基层医疗机构药学人才培养现状调查分析

目的 了解当前基层医院药学人才特点及培养现状,为促进基层医院药学人才培养发展提供实证参考.方法 通过医院药学技术人员资料统计表及问卷调查方式了解药学人才培养现状,并通过广东省卫生科教网上历年继续教育项目信息,统计近3年申报通过的继续教育项目情况.结果 接受调查的11家医院中一线药学技术人员师级最多,占59.51％,第2位为士级,占26.43％;管理层人员中级以上占80.00％.顺德地区医院药学技术人员主要学历为学士或函授本科毕业,但仍有73人(13.13％)为高中或初中学历;68.93％技术人员每年得不到外出培训机会;历年继续教育项目以临床药学方向最多.结论 技术人才的继续教育缺失使基层医院药学存在发展障碍,需要探索出适合基层医疗机构药学人才梯度建设的培训模式.     

Educational differentiation of the pharmacy work force

A model of the pharmacy work force in which pharmacists are differentiated and quantified on the basis of their professional education is described, and the model is used to analyze work force data for 1978 and 1987. The educational differentiation of the pharmacy work force was represented by a three-tiered pyramid in which the base, second, and third levels comprised pharmacists with a B.S. degree, a Pharm.D. degree, and residency or fellowship training, respectively. The number of pharmacists at each level was tabulated for 1978 and 1987 by using data from the National Center for Health Statistics, the American Association of Colleges of Pharmacy, ASHP, and other sources. In 1987, as in 1978, more than 90% of pharmacists had no formal training beyond the B.S. degree. However, the proportion of pharmacists with Pharm.D. degrees did increase from 1 in 30 to 1 in 16, and proportionately more pharmacists were receiving post-Pharm.D. training. Large state and regional differences were seen in the number and educational level of pharmacists. Differentiation in the physician and nursing work forces was examined; the physician work force was highly specialized, but nurses showed a more balanced differentiation. An increase in the demand for postgraduate training of pharmacists was projected. The educational differentiation model shows that the pharmacy work force is highly undifferentiated and that education at the Pharm.D. level should be emphasized. Such emphasis will increase the demand for residency and fellowship programs and improve the image of pharmacy as a profession.     

Research experiences and research-related coursework in the education of doctors of pharmacy

A study assessed coursework and experiential activities of students to determine the role of research in Doctor of Pharmacy education. Questionnaires were sent to all 78 (at that time) colleges and schools of pharmacy in the United States. Responses were received from 60 (76.9%), of which 57 were used, representing 139 Pharm.D. program types (entry-level, post-B.S., track-in, nontraditional). Most programs required coursework in research methodology, statistics, and drug information and literature evaluation, with research methodology required least. Although 41.0% of programs provided students the opportunity to conduct research as an elective, only 12.9% required an extensive project with data collection, analysis, and write-up. Another 6.5% required a project proposal only. Most colleges of pharmacy now offer the Pharm.D. degree, and the role of the pharmacist has also changed. Pharmacists must be able to disseminate evidence-based knowledge about drug products and drug therapy and use scientific knowledge and scholarly principles to solve problems.