A transition from the BPharm to the PharmD degree in five selected countries
Main Article Content
Keywords
Education, Pharmacy, Schools, Pharmacy, Students, Pharmacy, Pharmaceutical Services, Clinical Competence, Curriculum, Program Development, United States, Japan, Republic of Korea, Pakistan, Thailand
Abstract
This review focuses on the studies and opinions around issues of transition from the BPharm to the PharmD degree in the U.S., Japan, South Korea, Pakistan and Thailand.
The transition to the clinically orientated PharmD degree in many countries was seen to be a means of developing the profession. However, some countries have both clinically-oriented and pharmaceutical sciences-oriented PharmD programme that are designed to meet the needs of their countries. Each country created a different process to handle the transition to an all-PharmD programme, but mostly had the process of school accreditation mandated by the regulatory bodies. The main barrier to the transition in most of the countries was the issue of educational quality. A set of indicators is needed to measure and monitor the impact/outcome of the PharmD degree.
Each country has different needs due to the different contexts of health care systems and the scope of pharmacy practice. In order to increase their chances of benefiting from the new programme, academic leaders should critically assess their countries’ needs before deciding to adopt a PharmD programme.
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39. Boss MA, Lowther MA. Factors influencing curriculum change in professional programs. In: The Annual Meeting of the Association for the Study of Higher Education (ASHE). Pennsylvania. 1993.
40. Hepler CD, Strand LM. Opportunities and responsibilities in pharmaceutical care. Am J Health-Syst Pharm.1990;47(3):533-543.
41. Marcellus G. State university system of Florida: Pharmacy program review. 1995:State Univ. System of Florida, Tallahassee.
42. Barnett C, Matthews H. Practice patterns of BS, post-baccalaureate PharmD and entry-level PharmD graduates of one school of pharmacy. Am J Pharm Educ.1992;56(4):367-373.
43. American Society of Health-System Pharmacists, Scheckelhoff DJ, Bush CG; American Association of Colleges of Pharmacy, Flynn AA, MacKinnon GE 3rd, Myers CE, Kahaleh AA, Knapp KK, Meier JL, Schwinghammer TL, Sheaffer SL, Thompson BJ, McCluskey CF 3rd. Capacity of hospitals to partner with academia to meet experiential education requirements for pharmacy students. Am J Health Syst Pharm. 2008 Nov 1;65(21):e53-e71. https://doi.org/10.2146/ajhp080150e
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45. Kreling DH, Doucette WR, Chang EH, Gaither CA, Mott DA, Schommer JC. Practice characteristics of Bachelor of Science and Doctor of Pharmacy degreed pharmacists based on the 2009 national workforce survey. Am J Pharm Educ. 2010;74(9):159. https://doi.org/10.5688/aj7409159
46. Nemire RE, Meyer SM. Educating students for practice: Educational outcomes and community experience. Am J Pharm Educ. 2006;70(1):20. https://doi.org/10.5688/aj700120
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51. Kurosawa N. Continuing pharmacy education in Japan. http://www.accp.com/international/index.aspx?iss=0511&art=3 (accessed Apr 22, 2016).
52. Dolder C, Nakagawa S, Sakamaki A, Supernaw R. Changes in Japanese pharmacy education and practice. Am J Health Syst Pharm. 2008;65(3):201-202.
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A transition from the BPharm to the PharmD degree in five selected countries. Pharm Pract (Granada) [Internet]. 2019 Aug. 21 [cited 2025 Mar. 27];17(3):1611. Available from: https://pharmacypractice.org/index.php/pp/article/view/1611
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How to Cite
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A transition from the BPharm to the PharmD degree in five selected countries. Pharm Pract (Granada) [Internet]. 2019 Aug. 21 [cited 2025 Mar. 27];17(3):1611. Available from: https://pharmacypractice.org/index.php/pp/article/view/1611