Knapp Katherine K, Ray Max D, Feldman Stuart
College of Pharmacy, Touro University, Vallejo, CA 94592, USA.
J Am Pharm Assoc (2003). 2008 Jul-Aug;48(4):544-9. doi: 10.1331/JAPhA.2008.07155.
To examine three approaches to improving the education and training of pharmacists and their interrelationships.
American Association of Colleges of Pharmacy, American Society of Health-System Pharmacists, National Center for Education Statistics, and peer-reviewed pharmacy literature.
The education of pharmacists continues to change based on a paradigm of continuous quality improvement and broad agreement that many newly graduated pharmacists are not ready to practice in all practice settings. This commentary looks at three avenues for change: increased prepharmacy coursework up to a baccalaureate degree, more clinical experience during the professional Doctor of Pharmacy program, and postgraduate professional residencies. The three avenues are examined in terms of feasibility, unanswered questions, and interrelationships among the variables.
The interrelationships among the three approaches for change suggest a coordinated approach in which progress in each area informs the others. Requiring additional prepharmacy coursework up to a baccalaureate degree is feasible and likely sustainable relative to total number of awarded and projected baccalaureate degrees. Higher undergraduate academic expectations can provide "space" in the pharmacy curriculum for more clinical education. The space makes more clinical education possible, with the caveat that more clinical education will require many more residency-trained pharmacists to serve in faculty positions. Residency growth could generate needed additional qualified faculty members and preceptors. Further evolution in pharmacist education and training should be driven by the goal of advancing the profession's leadership in improving the safety and quality of the medication-use process.
探讨三种改善药剂师教育与培训及其相互关系的方法。
美国药学院协会、美国卫生系统药师协会、国家教育统计中心以及经过同行评审的药学文献。
基于持续质量改进的范式以及许多新毕业的药剂师尚未准备好在所有实践环境中执业这一共识，药剂师教育不断变化。本评论着眼于三条变革途径：增加本科药学预科课程直至获得学士学位、在药学专业博士课程期间增加临床经验以及研究生专业住院医师培训。从可行性、未解决的问题以及变量之间的相互关系方面对这三条途径进行了研究。
这三种变革方法之间的相互关系表明需要采取一种协调的方法，即每个领域的进展都会为其他领域提供信息。相对于已授予和预计授予的学士学位总数而言，要求增加本科药学预科课程直至获得学士学位是可行的，而且可能具有可持续性。更高的本科学习期望可以在药学课程中为更多的临床教育留出“空间”。这个空间使得更多的临床教育成为可能，但需要注意的是，更多的临床教育将需要更多经过住院医师培训的药剂师担任教职。住院医师培训规模的扩大可以产生所需的更多合格教职人员和带教老师。药剂师教育与培训的进一步发展应以提升该专业在改善用药过程安全性和质量方面的领导力为目标。
