现代药学教育发展趋势初探

分析药学事业的发展对药学人才和药学教育提出的新要求，研究国际上药学教育的发展方向，提出我国药学教育的发展趋势以及应采取的措施。     

借鉴国外经验 发展我国高等药学教育

目的促进我国高等药学教育的发展。方法研究总结了美国、日本、英国等国的药学教育情况,分析了我国高等药学教育存在的问题及其产生原因。结果对我国高等药学教育的发展提出了建议。结论应该借鉴国外经验,发展我国高等药学教育。     

我国临床药学教育现状及其发展建议

临床药学人才培养已成为国际药学教育发展的必然趋势。文章阐述了我国临床药学的现状、特点,分析了临床药学教育的主要问题,为临床药学教育的未来发展提出建议,以期推动临床药学教育的可持续发展。     

新形势下我国高等药学教育改革初探

高等药学教育担负着培养高级药学人才的重任 ,目前我国已正式加入了世界贸易组织 ,医药领域的三项改革 (药品流通体制改革、城镇职工医疗保险制度改革和医药卫生体制改革 )正在推行中 ,社会环境发生了根本性变化 ,原有的高等药学教育已经不能适应当前形势的发展 ,高等药学教育的改革迫在眉睫。1　我国高等药学教育所处的社会环境1 1　我国高等教育专业改革情况。近年来 ,我国对本科专业进行调整 ,截止到目前为止 ,由 1993年的 5 0 4个专业减少到 2 4 9个 ,比例高达 5 0 6%。我国高等医学院校中的药学专业也由原来的药学、药理、药物化学、…     

加强临床药学教育 培养服务型药学人才

随着经济发展及大众生活水平的提高,社会对临床药学人才的需求不断增长,因此培养服务型药学人才顺应了社会需求,符合国际药学教育体系的发展规律,能够满足新形势下药师的职能和改善学生就业,是临床药学教育发展的必然趋势。通过对国内外临床药学教育发展的概述,就我国临床药学教育改革进行初步探讨,以期为我国高校药学教育改革及临床药学人才培养提供借鉴。     

中国高等药学教育:进展,现状及展望（英文）

中国高等药学教育已经走过了一百多年的历程。如今,制药工业的快速发展和患者医疗服务需求的增加需要越来越多的药学专业领域的人才,这给目前的高等药学教育提出了很多挑战。论文通过回顾中国高等药学教育的发展历程,描述其现状,并展望中国高等药学教育的未来,提出了应对挑战的建议。     

中国高等药学本、专科教育现状分析

通过向全国有关高等药学院校（系）的问卷调查，并结合《中国药学年鉴》相关资料，对中国1950－1999年高等药学教育的发展状况、专业变化和毕业生情况进行了收集整理。建议各级主管高等药学教育行政管理部门调查并解决药学教育发展不平衡的问题。     

药学教育改革与医院药学发展趋势分析报告(上)

改革与完善药学教育体系 ,是我国药学教育紧跟医院药学发展 ,服务于医院药学实践 ,并与国际药学高等教育和医院药学接轨之必须 ;是实现世界卫生组织提倡发展“适宜卫生人力”理念的重要举措。为此 ,国家卫生部、教育部委托中华医院管理学会药事管理专业委员会和卫生部医院管理研究所药事管理研究部 ,组织相关专家进行了“药学教育改革与医院药学发展和人才准入标准”的课题研究。在此课题历时2年的研究并结题之际 ,课题组组长吴永佩及颜青教授撰写了这篇《药学教育改革与医院药学发展趋势分析报告》 ,现分上、下两部分予以连载 ,以飨读者。     

我国现代药学伦理教育研究

我国在药学伦理教育研究的开展有一些成就和进步，在与药学相关研究的许多方面都会不同程度涉及到伦理学，进一步与心理学、行为科学，促进形成一个互补的作用。药学伦理教育无疑具有很大的研究价值，作者从伦理的角度进一步探索现代药学教育，旨在促进现代药学教育的发展。     

英国药学教育及医疗体制对我国临床药学发展的启示

目的 通过介绍英国医疗体系、药师的教育培训和工作内容,以及药学教育的模式,对照我国的情况,分析我国药学教育及临床药学服务存在的问题,提出加快发展我国临床药学的建议。方法 结合笔者在英国伦敦大学学院参加的临床药师培养班所获知识及参考文献,总结英国的医疗体系、药师工作内容,并以伦敦大学药学院的药学教育项目为例介绍课程设置、教学模式和评价方式等,找出两国的不同和差距,提出促进中国临床药学发展、药学教育改革和临床药师培养的建议。结果与结论 英国的药学教育以培养临床药师为目的,学制4年,药学硕士学位,教学内容偏重临床实践。我国的药学教育模式比较单一,药学人才培养模式与课程设置重理论而轻临床;我国现行的医疗体制及药师配套法规不完善,阻碍了我国临床药学的发展。英国的药学教育模式、药学人才培养体系及医疗体制对其临床药学服务发展具有重要的作用,对我国药学人才培养模式与课程设置改革有借鉴意义。     

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.     

Death education: a survey of U.S. colleges and schools of pharmacy.

This survey was conducted to assess the present state of death education available to pharmacy students at both the BS and PharmD degree levels. Eighty-five percent of the colleges and schools of pharmacy located in the United States provided information concerning: (i) attitudes toward teaching death education; (ii) present offerings; (iii) academic background of instructors and departments responsible for death education programs; and (iv) course information. It was determined that 38 colleges of pharmacy offered some form of death education in their curricula during 1985. However, only 12 schools offered a full semester course, and many schools offered death education as an elective through a discipline other than pharmacy. As a result, a majority of graduates are still leaving pharmacy schools without any instruction in death education. The implications of these and other findings are discussed.     

现阶段高等医药院校人文教育面临的问题和对策

人文教育是发展现代医药教育、培养高素质医药人才的必然要求。但是,现阶段高等医药院校人文学科的发展存在很多困难,人文教育的水平离其应当承担的责任依然相去甚远。高等医药院校加强人文教育,必须在思想观念的更新、人才培养模式的转变、校园文化环境建设的加强等方面作出进一步努力。     

合并高校药学教育发展见闻及启示

伴随着医科大学纷纷并入综合性大学，形成了综合性大学开展药学教育的新格局。以考察见闻的方式概要介绍了七所设有药学院系的著名大学的合并模式，分析了大学合并后药学教育的优势与不足，提炼出高校合并的收获及启示。     

Verification for reform of the Japanese pharmaceutical education by some organizations in 60 years, after World War II

After World War II, the Japanese pharmaceutical education system was drastically changed on the advice of the general headquarters of the American occupational army. Two universities and 18 colleges were reformed in to new universities. Graduates from pharmaceutical universities were eligible to take the national pharmacist's license examination, which was conducted by the Ministry of Health and Welfare. New pharmaceutical departments within a university could be founded provided that they conformed to stringent standards set by the Ministry of Education, covering such aspects as location, building facilities, equipment, teaching administration, number of teachers and qualifications, and curriculum. From 1949 to 1983, seven national, three public and 31 private universities with pharmaceutical departments were established. Three departments, pharmacy, manufacturing pharmacy, and biological pharmacy, are present in several pharmaceutical universities. The number of students attending university pharmaceutical departments increased from 4,000 in 1940 to 8,000 in 1983. In 1973, the Japan Pharmaceutical Association proposed a six-year pharmaceutical education system. However, the Council of Deans of in the faculty of pharmaceutical sciences at the national university and the Ministry of Education were opposed. The plans to reform pharmaceutical education were thrown into confusion from 1983 to 1990. The Six Members Council for pharmaceutical education (Rokushakon), the Ministry of Education, the Ministry of Welfare, the Japan Pharmaceutical Association, the Japan Hospital Pharmaceutical Association, the Council of Deans in the faculty of pharmaceutical sciences at the national university, and the Association of Private Pharmaceutical Universities was reformed in 1999, and then the council carried out debate into 2004. The Six Members Council arrived at an agreement that requires six years of pharmaceutical educations, including six months of the practical pharmacy expensece in a hospital pharmacy or health insurance pharmacy, in 2003. Finally in 2004, the laws for school education and the laws for becoming a pharmacist were amended in the House of Representatives and the House of Councilors. The authors expess their opinions about pharmaceutical education, pharmacists, and the pharmaceutical industry in the second decade of the 21st century.     

民族地方高校药学专业研究生绿色化学实验教育研究

高校药学专业研究生化学相关实验绿色化改革不只是节约资源和保护环境的践行,更是高层次人才素质教育的时代要求。分析目前高校药学专业研究生化学相关实验绿色化推进现状,指出存在问题,结合新疆医科大学实际情况提出相关教育改革建议,旨在丰富高校药学专业研究生化学实验绿色化理论体系,为推动绿色化实验提供理论研究基础。     

以医学进展为依托发展药学教育具有不可替代性

1990年以来,分子诊断、生物治疗、组织工程、单克隆抗体、蛋白质组学、功能基因识别、DNA复制与重组,以及DNA损伤与修复取得了明显的进展,这些医学进展对药学施加影响并与药学融合,医学对药学的这种影响自然会延伸到药学教育之中。本文强调这里列举的八个方面的融合仅仅具有例证性质。笔者希望同仁们能够重视这些举证,进而站到更高的层面上去思考我国的药学教育。     

大学生思想道德教育的现状与思考

大学生在如今飞速发展的时代面临着现实和网络世界带来的形形色色的文化,这对大学生的道德修养的提高提出了前所未有的挑战。总体德育环境的变化,加上各种现代因素的影响,高校思想道德教育要从加强传统文化教育、增强学生法制观念、通过社会实践、改变德育方式和考核制度几个层面来完善。     

从中澳短期项目浅淡今后中国护理教育之路

为了适应全球化护理发展趋势,国内外院校加大了交流与合作.通过赴澳学生对国外先进的教学环境和教育模式等体会,结合我国护理教育的现状,思考护理教育今后发展的道路.     

学生社团在构建高职院校和谐校园文化环境中的作用

高职院校的学生社团随着社会经济的发展和职业教育改革的深化不断壮大，逐步成为校园生活中不可或缺的主体。其发展过程反映了高职院校的校园文化环境的变迁，伴随着学生社团的不断成熟和完善，社团对职业教育改革、提升学生综合素质都产生着重大而深远的影响。重视和发展高职院校的学生社团，将其作为职业教育工作的重点，是构建和谐校园文化环境的有力措施。