Pharmacy
education system of Japan: An insight
Authors:
Dr.
Sarath chandran C, M.Pharm, Ph.D, Assistant Professor,
Department of Pharmaceutics, Academy of Pharmaceutical Sciences, Pariyaram
Medical College, Pariyaram- 670 503, Kerala, India
.
Dr. Yoko
Amagase, B.Sc., Ph.D, Assistant Professor, Department of Pathophysiology,
Faculty of Pharmaceutical Sciences, Doshisha Women’s College of Liberal Arts,
Kodo, Kyotanabe City, Kyoto, 610-0395, Japan.
Japan “land of rising sun” is a small island nation
located in Pacific Ocean. The approximate population of 126 million makes them
worlds tenth largest. The Japanese economy is fastest growing and country
itself is considered to be most developed and innovative in the world. Even
though, Japan is super developed in most of the sectors, but their professional
pharmacy sector may be still in infancy! The situation may be more or less
comparable with what we have in India. But the country, which has long history
and tradition of ‘no compromise’ with quality has made strong attempts to make
a positive change in pharmacy sector by bringing updated policies in
pharmaceutical education and professional regulations.
In early part of 2000, there were only 46
pharmacy schools available across Japan which could educate and train only 8000
odd graduates. But after 2006, there was huge rise in number of pharmacy
schools. At present, 74 pharmacy schools function under different universities
across Japan, which can admit approximately 13000 students each year. This reason
for rise in number of pharmacy schools in Japan may not be same as that of
ours! This rise in pharmacy schools was mainly because of government policy to
employ more pharmacists to work as experts of drugs and pharmaceuticals in
Japan.
The pharmaceutical education in Japan had two
phases ie before and after 2006. The situation of pharmacy education in Japan
before 2006 was more or less similar to what we have in India. It was a 4 year
undergraduate course awarding bachelor degree of pharmacy to the student. This
was prescribed education qualification for a student to enrol for national
examination to become a registered pharmacist in Japan. But after 2006, the
pharmacy education program in Japan was modified and pharmacy schools started
offering two types of courses. Along with existing 4 year course, a new 6 year
course was introduced. But unlike in India, this decision to introduce a new 6
year course was done with more precise objective. The name of the pharmacy
course depends up on the university which offers it. For eg: Doshisha Women’s
College of Liberal Arts (DWCLA) founded in 1876 call it “Department of Clinical
Pharmacy, Faculty of Pharmaceutical Sciences”.
The 6 year course was introduced to train the
student as a drug specialist in clinical as well as community pharmacies and to
enable them as registered pharmacist in Japan. As part of modernising
pharmaceutical education, the traditional 4 year undergraduate course was
retained to train the students who are aiming for master’s degree or PhD and
others get jobs at industry, government or education. The student who has
completed 4 year course is no more qualified to take part in national
examination for pharmacist. This clearly laid down objectives for both programs,
proves the vision of policy makers in Japan.
The medical and pharmaceutical technology is in
rapid transformation. With changing trends, Japanese policy makers decided to
change their existing pharmacy regulations and completely separated pharmacy
from clinic. This change in policy created more independent pharmacy
establishments under community as well as hospital sector. These pharmacies
required professionally skilled, competent and knowledgeable pharmacist. This
situation was compensated with new 6 year pharmacy course with modern curriculum.
In a 6 year course, student is getting enriched with humanism, integrity and
ethical value as a healthcare professional. The successful completion of this
course helps the pharmacist to acquire abilities to discover and resolve
problems in a clinical setting. During the 6 year course, the students are
provided with basic knowledge and techniques of pharmacy. The liberal arts and
clinical onsite training is also provided to a pharmacy graduate. Since the 4
years were not sufficient enough for students to learn and acquire all these
skills and knowledge, the new 6 year course was quite effective.
The curriculum for 6 year pharmacy course may
be slightly different for each pharmacy school of Japan. Therefore, we explain about the course using the case
of Doshisha Women’s College of Liberal Arts (DWCLA) as an example in this
article. The Fig No.1 summarises the
key areas covered by a student in a 6 year pharmacy course. The student
admitted for 6 year pharmacy course; generally learn the basic pharmaceutical
sciences, health care system and medical ethics in the first 4 years of the
course. The skill to improve basic communication and skills essential for
communication during clinical practice will be taught in the first 4 years of
the course. These are done through regular theory and practical classes. From
the 5th year onwards student gets exclusive practical training at
hospital and community pharmacies. But prior to enrolling for 5th year
practical training, the student must pass the pharmaceutical common achievement
test. This test ensures that a pharmacy student has skills and knowledge to get
trained at hospital and community pharmacy.
Fig No. 1: Key areas of
exposure for pharmacy student in 6 year course at DWCLA
(http://www.dwc.doshisha.ac.jp/english/faculty_dep_info/pharmacy/clinical/index.html)
The pharmaceutical common achievement test
comprises of Computer Based Testing (CBT) and Objective Structured Clinical
Examination (OSCE). The CBT is performed to evaluate whether pharmacy students
acquired the fundamental knowledge in basic science, pharmacology and ethics.
This is purely a computer based examination, where student answer the questions
displayed on a computer monitor. The questions for CBT is mainly based on
physics, chemistry, biology, practical pharmacy, pharmacology, information
science, humanism, health & environment, pharmacy & society and any
previously learned theory or practical training topics. The questions for OSCE are
based up on patient interview/counselling, dispensing of medicines, inspection
of dispensed medicines, germ free operations and drug information services. The
OSCE is done to evaluate the skills and attitude of a student as a prospective
pharmacist. This examination is conducted before two examiners; one external
and one internal examiner. The pharmaceutical common achievement test ensures
that only skilled and knowledgeable pharmacy students are getting trained as
future pharmacist of Japan.
Activities in the 5th year comprises of
clinical training at hospital and community pharmacy (2.5 months each) and
research activities in the laboratory. At DWCLA, students choose their
laboratories in the middle of the third year. Once they reach to their opted
laboratories, they get involved in the active practical works and spend their
time with in the laboratory even when they don’t have regular lectures or
practicals. In the laboratories, the students learn laboratory techniques,
research skills, reading papers, presentation and so on. This activity
continues until the first semester of the sixth year. In the sixth year, students
are aimed to develop their advanced skills in the area of basic and clinical
pharmacy. At the end of the first semester of 6th year, students have to write
up a dissertation, make a poster and give a presentation. At the presentation,
they have to defend their work successfully. The dissertation, poster
presentation and defence are all required for achieving their degree. Other
than that, 6th year students take lectures of more specialised professional
topics such as nutrition, infusion, oriental medicine, immunology, infection,
pharmaceutical management, the latest scientific achievements, and so on. At
the end of each year, students have to submit a report what they have achieved
in their research.
After the successful completion of 6 year
pharmacy course, which includes regular examinations, CBT, OSCE and practical
training and graduation examinations, the pharmacy student is entitled to
appear for pharmacist national examination. This examination is carried out
once in a year in the month of March. The passing of pharmacist national
examination make a person eligible to work as a pharmacist in Japan. The
passing of pharmacist national examination is not an easy task. The candidate
has to answer 345 questions and should secure a minimum of 65% to pass this
examination. The examination is based on approved subjects and each subject has
two categories of questions ie compulsory questions and general questions. The
general questions will have both theory and practical sections. Apart from 65%
over all pass score, candidate should secure separate score of 70% from
compulsory questions and 30% from each subject. The national pass rate for
pharmacist national examination is only 63%, which shows how tough it may be
for a person to get approved as a pharmacist in Japan.
The goal of Japanese pharmacy education system
is to cultivate pharmacists as medical professionals on the basis of their
educational principles. In addition to this, institution like DWCLA adopts
principles of Christianity, internationalism and liberal arts within the
pharmacy education system. The Japanese pharmacy education system attempts to
produce pharmacists and researchers equipped with practical skills to work in
various fields including medical practice, drug development and health service
with high ethical standards, well-rounded character, international perspective,
and broad knowledge. The educational as well as professional regulations
designed and executed efficiently to create pharmacist who can be unavoidable
partner of a society, which has probably highest percentage of ageing
population in the world.