In 2006, the Ministry of Education, Culture, Sports, Science and Technology in Japan started a 6-year education system for pharmacists. At present, two pharmacy education systems exist—the 6-year program to educate aspiring pharmacists and the 4-year system to educate pharmaceutical scientists. The Pharmaceutical Society of Japan then developed a model core curriculum, adopted by all 6-year programs. Subjects taught in the first 3 years of 6-year programs are quite similar to those in the 4-year programs. These include basic and pharmaceutical sciences such as chemistry, pharmacology, pharmaceutics, and pharmacotherapy. In the fourth year, clinically oriented subjects are increased, and students must pass the Pharmaceutical Common Achievement Test, consisting of Computer-Based Testing and the Objective Structured Clinical Examination. The fifth-year students gain clinical experience in pharmacies both at hospitals (11 weeks) and in the community (11 weeks). Sixth-year students complete a graduation research project, with themes ranging from basic pharmaceutical science to clinical practice. After completing the 6-year program, they are eligible to take the National Examination for Pharmacists.
In May 2010, we administered a survey to all first- through fifth-year students enrolled in the 6-year programs of two pharmacy schools—Josai International University and Toho University (which provides only a 6-year program). The survey investigated students’ perceptions of the status of “pharmacies” and pharmacists in Japan and of their ongoing pharmacy education. In total, 1551 students enrolled in the survey. Not all students had yet experienced practical training at clinical sites, and sixth-year students were absent.
Two-thirds of the students did not feel pharmacists had high visibility or high professional status in Japanese society (Table). Sixty-five percent of students agreed that pharmacists had limited fields of practice. The number of students with negative perceptions of pharmacists’ status increased with school year. Of course, this is part of society’s superficial understanding of the pharmacy profession. In addition, with advancing school years, students come to learn about the differences between the ideal and real situations of pharmacists.
Two-thirds of pharmacy students were satisfied with their educational program. However, the degree of satisfaction decreased with school year. Only one-third of students were satisfied with the relevance of practical training and subjects in school, suggesting that students in higher grades want to be trained further on practical and clinical issues. In Japan, pharmacist licenses can be renewed without any continuing education. About half of the students answered that a mandatory renewal system of pharmacist licensure was necessary, suggesting that students are aware that, to possess the advanced knowledge and skills needed to offer high-quality services to patients, continuous professional development is required.
In summary, Japanese pharmacy students are unsatisfied with the status of pharmacists in society. Moreover, they desire additional clinical training during the pharmacy education program and mandatory continuing professional development for licensure renewal.
Click Here to view the table of "Student Responses to Survey Items".
*Opinions, judgments, and data expressed or implied in this article are those of the author and do not reflect the policy or position of the American College of Clinical Pharmacy, and the American College of Clinical Pharmacy provides no warranty regarding their accuracy or reliability.