ABSTRACT
OBJECTIVE:To introduce training mode of American Pharm. D. project,and to provide reference for pharmacy education mode reform and cultivation of new pharmaceutical talents meeting the needs of pharmaceutical care in the new era in China. METHODS:The training mode,teaching concept,course setting and teaching method of American Pharm. D. project were investigated by observing and learning teaching course of pharmacy practice department in University of Nebraska Medical Center (UNMC). The characteristics of American pharmacy education represented by UNMC were summarized,and the suggestion for pharmacy education reform in China was put forward. RESULTS & CONCLUSIONS:Based on the goal of pharmacy talent cultivation for pharmaceutical care,American pharmacy education confirms and improves training process and course system around the career development goal of pharmacists,pays attention to humanistic concern and pharmacist vocational ability training in teaching mode, focuses on modern teaching technology and diversified teaching methods during teaching course, and implements strict formative evaluation to evaluate teaching effectiveness. Chinese pharmacy education should learn from the successful experience of American Pharm. D. project,confirm the training goal of service-oriented pharmaceutical talents,optimize training procedure and course system of clinical pharmacy major adhere to the goal of vocational development,focus on vocational ability and humanistic care training,actively utilize modern educational technology and diversified teaching methods,gradually combin formative evaluation with summative evaluation,and eventually transfer to the formative evaluation-centered evaluation system,so as to cultivate service-oriented pharmaceutical talents who meet the actual needs of China.
ABSTRACT
Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care professional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlighted lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.
ABSTRACT
Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care profes-sional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlight-ed lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.