药学本科临床实践教学的探讨

目的探讨在就业压力下如何提高药学本科毕业生毕业实习质量及医院临床药学发展的需要进行实践教学改革。方法按照药学本科实习大纲及教学改革目标要求,根据医院药学发展的需要,制订规范化的实习教学培养模式,摸索出一套行之有效的临床实践教学方法。结果培养出的药学本科毕业生能担负各行业药师的职责。结论制订的教学培养模式切实可行,符合社会需求药学人才。     

增强药学学生专业应用能力的途径探讨

目的适应社会对新型药学人才的需求。方法教学中合理渗透药学知识、优化实践教学、注重毕业实习环节、加强信息化教育。结果与结论这些措施提高了药学专业学生的专业应用能力，可建立适应我校培养高素质应用型人才的培养模式。     

以社会需求为导向 强化药学生实践能力培养

构建药学实践的整体观念,实行4＋X实践教学平台,整合实验教学内容与资源,实施三层次、五段式实践教学模式,毕业实习期间强化学生能力的培养,迎合社会需求,着力培养具有创新思维、实践能力强、科研素质好的药学毕业生。     

注重实践教学培养药学创新人才

注重实践教学是药学教育培养学生创新意识、创新思维能力十分重要的环节。从改革实验教学模式、教学形式、教学方法、教学内容,建立综合性实验考核制度以及加强毕业实践,毕业实习引入研究生教育培养方式等方面探讨了培养药学创新人才的问题。     

儿童专科医院药学毕业生实习的带教体会

笔者所在医院为儿童专科教学医院,每年负责来自本市的3所不同院校学生毕业实习的医院药学带教工作。毕业实习是学生从学校学习过渡到医院就业的一个阶段,学生通过实习进一步明晰自己的今后工作定位,明确自己将来的工作职责,对提高学生综合素质,培养学生的创新精神与实践能力有着重要意义。通过多年摸索实践,笔者所在科对儿童专科医院药学专业毕业实习生经验进行整理总结,与国内儿童专科医院的同行进行交流,以共同提高儿科药学实践的教与学。     

重创新、厚德育的药学专业实习管理

毕业实习是药学专业本科阶段人才培养方案中的关键一环,因此对实习管理模式的优化探索具有重要意义。海军军医大学药学院制定了以院校科研实习为主的实习模式,围绕创新导向,着重培养学生科学思维、实验能力与科研品德,同时在实习环节融入思政教育,培养学生正确的职业价值观。该实习模式对培养满足军队与社会需求的高素质创新型药学专业人才具有一定的借鉴意义。     

药学本科生专题实习带教的体会

药学本科生专题实习是提高学生科研能力的重要途径。本文结合专题实习带教工作实践,就如何做好专题实习带教工作提出建议,为药学本科生毕业实习改革提供借鉴。     

基于创新人才培养的药学专业实践教学体系的改革与探索

培养创新人才,需要强化实践教学环节,完善实践教学体系,提高学生的学习能力、实践能力和创新能力。在创新人才培养要求下,如何进行药学专业实践教学模式改革以培养学生的创新素养,是药学教育者急需探索的一个重要课题。本文从加强和改进实验教学方法,鼓励学生科研立项,开设设计性综合实验,拓展毕业专题研究,鼓励加入教师科研课题研究等方面进行了基于创新人才培养的药学专业实践教学体系的改革与探索。     

药学专业学生毕业实习带教工作体会

目的:为提高药学专业毕业实习带教工作水平提供参考。方法:基于笔者多年来药学专业实习生的带教实践工作,分析药学专业学生毕业实习的重要性,总结带教工作的经验与不足。结果与结论:药学专业毕业实习是药学人才培养非常重要的一环,对提高学生综合素质、培养学生创新精神和实践动手能力具有不可替代的作用。通过加强实习生职业道德教育和人际交流及医患沟通能力的培养,针对实习生的不同层次作不同的带教要求,重视实习生动手能力的培养,可提高药学专业学生的毕业实习质量。     

药学类本科毕业专题实习质量监控体系的探索与实践

毕业专题实习是学生理论联系实际的重要环节,是培养学生独立思考,适应社会工作以及良好科研创新能力的重要学习阶段。本文论述了建立药学专业毕业专题实习质量监控体系的必要性和重要性,并对质量监控体系进行实践研究,旨在提高药学专业毕业专题实习的质量,让学生学有所得,使师生教学相长。     

Recurrent education for pharmacists to support regional medicine

New-generation pharmacists who graduate from the 6-year pharmacy education program will come into being in Japan in 2 years' time. The new program regards technical skills and caring attitudes suitable for healthcare professionals as important, as well as expert knowledge. Pharmacists are expected to become more involved in pharmacotherapy and patient care to overcome rural physician shortage and achieve better outcomes in pharmacotherapy. Pharmacists themselves also want to contribute to improve pharmacotherapy and patient care. Pharmacists educated with the former 4-year education program, however, hardly had a chance to learn clinical pharmacy or pharmaceutical care when they were pharmacy students. They have so far studied clinical knowledge, skills, and attitudes by themselves mostly after graduation. Therefore most pharmacists have not received systematic education or training about clinical pharmacy. Pharmacy schools employ pharmacists and physicians as professors, and built practical rooms for pre-clinical training to study pharmacy practice in recent years. We should use those human resources and laboratory equipment in pharmacy schools to facilitate recurrent education for pharmacists. Internet-based real time remote lecture is also useful for pharmacists working far from pharmacy schools to attend a recurrent class. I propose an education system in which pharmacists who completed the recurrent education program teach students pharmacy practice in their worksites, and both pharmacists and students are developing their practical skills to a high degree together.     

Teaching patient-centered care to pharmacy students

The concepts of pharmaceutical care are distinctively different from the responsibilities of dispensing pharmacists and in accordance with the standards of practice of other professionals in the health care system. By taking direct responsibility for individual patient's medication-related needs, pharmacists can make unique contribution to the outcome of medication therapy and to their patients' quality of life. If the pharmacists are to contribute effectively to the new patient-centered pharmaceutical practice they must have the opportunity to acquire the new knowledge and skills required for their new role. To do this they must become life-long learners, one of the roles of the new pharmacist. Therefore, an important outcome for pharmacy education is to perform graduates capable to provide patient-centered pharmaceutical services. The purpose of this paper is to stimulate reflection on the relevance of teaching patient-centered care to pharmacy students, consistent with the practice of pharmaceutical care as a current trend in the pharmacy practice.     

Geriatric pharmacy education: a strategic plan for the future

The aging of the US population will have a major effect on the future practice of pharmacy. By 2030, 20% of Americans will be aged 65 years and older, an increase from 12.4% in 2000.¹ A challenge to colleges and schools of pharmacy in the 21st century is to prepare students and practitioners to meet the growing pharmaceutical care needs of the older adult population and to meet these needs in a variety of care settings. This paper reviews the present state of geriatric pharmacy education and training, including strategies for ensuring that practicing pharmacists will have adequate knowledge, skills, attitudes, and values to provide this care. Secondly, this report provides strategic directions and recommendations for successfully implementing geriatrics curricula at an institutional level     

Perceptions of United Kingdom pharmacy lecturers about teaching pharmaceutical care

Pharmaceutical care is now regarded as the primary mission of pharmacy practice. To help ensure that this mission is fulfilled, pharmacy students need the clinical knowledge and skills that underlie pharmaceutical care, and pharmacy academics need to be aware of this concept and its applications. A survey was conducted of British pharmacy lecturers' views on teaching pharmaceutical care. Correlations between lecturers' characteristics (sex, teaching commitment and teaching experience) and the use of computer-aided learning (CAL) in teaching pharmaceutical care were also evaluated. Self-completion questionnaires were sent to 16 heads of departments of pharmacy practice, or their equivalent, for distribution. There was a 40 per cent response rate. Perceptions varied considerably in terms of the definition of pharmaceutical care, the difference between clinical pharmacy and pharmaceutical care, the application in practice settings, drug-related problems, knowledge and skills required and the barriers to teaching pharmaceutical care. Lecturers' characteristics were not related to views on either the use of CAL generally or the potential use of CAL in teaching pharmaceutical care. Many respondents agreed that a CAL program could be used to supplement pharmaceutical care teaching. Further studies on pharmaceutical care teaching are suggested.     

高等临床药学人才教育模式与培养课程设置的探讨

随着我国经济的迅速发展和医疗体制改革的深化，临床药师的需求将会不断增长。现阶段可采用培养药学博士、临床药学硕士和在职培训等多种方式来改善临床药师短缺的状况。长期来看，应在我国的主要医药高等院校建立完善的药学博士教育体系，建立安全合理用药的人才体系。药学博士的课程应包括生物医学、药学、临床医药学、中医药学和社会管理科学等几方面的内容，教学中应加强临床医药学、药物基因组学、药物经济学和医药信息检索知识的学习，并注重临床药学实践、与人沟通能力和获取新知识能力的培养，以使其能适应将来临床药师工作的需要。     

Advancing patient care through innovative practice: the Clinical Partners Program.

PURPOSE: The development, implementation, and outcomes assessment of an innovative pharmacist-managed ambulatory care and community pharmacy practice clinic are described. SUMMARY: The Clinical Partners Program at The Ohio State University (OSU) provides an active learning environment for students and residents, offers a patient-focused practice model based on pharmaceutical care principles, and serves as an arena for applied research in pharmacy practice. The program offers multiple services, including anticoagulation management, diabetes self-management, cholesterol management, hepatitis C education, herbal product and dietary supplement consultations, medication management, smoking cessation, and wellness. The practice is currently staffed by two faculty members from the college of pharmacy, with a 0.8 full-time-equivalent (FTE) pharmacist and a 0.65 FTE community pharmacy resident. It has served as a training site for 17 pharmacy residents, 28 bachelor of science (B.S.) in pharmacy students, 30 post-B.S. doctor of pharmacy (Pharm.D.) students, and 132 entry-level Pharm.D. students at various levels of training. The most successful methods of reimbursement for programs have been contracted services with OSU Managed Health Care Systems, Inc., which serves OSU faculty and staff and fee-for-service billing, charged directly to non-OSU patients. Numerous studies have shown that Clinical Partners has consistently demonstrated improved therapeutic outcomes over those achieved in traditional practice. Faculty are exploring outreach services, including the development of advanced practice community sites for the college, establishing patient care services within physician offices, and providing disease management services for self-insured employers. CONCLUSION: The Clinical Partners Program has improved patient care and provided education and training opportunities for pharmacy students and residents.     

临床药学本硕连读六年制的实践和科研模式探索

目的:通过系统的培养和实践,帮助学生获得和提高临床药学专科方向的知识和能力。方法:在学生进入研究生阶段初期进行专科定位,采用临床导师制、多角度训练、定期组织学习等培养手段,设置药学实践、临床实践、专科化的科研课题等培养课程。结果:学生们不仅熟悉了医院药剂科的常规工作,而且具备为临床提供药学服务的知识和技能,同时能运用临床药学科研的方法学建立课题或解决临床问题。结论:临床药学本硕连读六年制的培养模式在实践和科研两方面的探索取得了良好的效果。     

Development of a pharmacy residency program in home care.

A residency training program developed by a college of pharmacy in conjunction with a home care company is described. The 12-month program is based on the ASHP Residency Learning System and the goal statements and educational objectives of ASHP's accreditation standard for pharmacy practice residency training with emphasis in home care. Establishing the program involved identifying goals, objectives, and learning experiences consistent with the expected outcomes. Specific objectives for meeting goals in four categories--practice foundation skills, direct patient care, drug information and drug policy development, and practice management--were linked to expected program outcomes. Learning experiences that would lead to achievement of the program objectives and outcomes were selected and organized into one- to eight-week rotations (e.g., in acute care, care of pediatric patients, pain management, nutrition, patient education and counseling, and administration and practice management). Throughout the program, residents gain experience in pharmaceutical services and research. Skills in care planning and monitoring are emphasized, as is practicing pharmaceutical care in an interdisciplinary environment. Residents who have completed the program have found employment immediately as pharmacy managers of home infusion centers. Pharmacy residency training in home care provides the experience needed to function as a competent clinician and manager who can identify and solve problems to improve patient care.     

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.     

Establishment of an educational program concerning adverse drug reaction reporting-system in long-term practical training at a hospital

The model core curriculum for pharmaceutical education specifies the specific behavioral objectives (SBOs) concerning adverse drug reactions, which aims to train pharmacy students to manage adverse drug reactions. Fukuoka University Hospital has developed a problem-based learning (PBL) program concerning adverse drug reactions as long-term practical training to collect adverse event information, identify adverse effects, and acquire management skills. Students' level of satisfaction with the program was high (approximately 90%), and the mean self-evaluation score for the SBOs concerning adverse reaction was 4.4 (5-grade scale), showing a high level of understanding. In addition, students' will of participation to the adverse drug reaction-reporting system was significantly improved after the PBL program, showing the usefulness of this program (p=0.02). However, the results of the PBL program revealed students' insufficient knowledge of adverse reactions and lack of reviewing skills, suggesting the need to improve the education system whereby students can learn adverse drug reactions in clinical settings.