Analysis on the training programs of geriatric clinical pharmacists in China and the United States
- ZHONGGUO YAOFANG Vol. 35, Issue 14, Pages: 1781-1785(2024)
- 作者机构：
首都医科大学宣武医院药剂科，北京 100053
- 作者简介：
- 基金信息：
DOI：10.6039/j.issn.1001-0408.2024.14.19
CLC： R95Received：07 February 2024，
Revised：2024-05-15，
Accepted：05 June 2024，
Published：30 July 2024
- 稿件说明：
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刘琛,褚燕琦,白向荣.中美老年专科临床药师培训项目比较分析 [J].中国药房,2024,35(14):1781-1785.
LIU Chen,CHU Yanqi,BAI Xiangrong.Analysis on the training programs of geriatric clinical pharmacists in China and the United States[J].ZHONGGUO YAOFANG,2024,35(14):1781-1785.
刘琛,褚燕琦,白向荣.中美老年专科临床药师培训项目比较分析 [J].中国药房,2024,35(14):1781-1785. DOI： 10.6039/j.issn.1001-0408.2024.14.19.
LIU Chen,CHU Yanqi,BAI Xiangrong.Analysis on the training programs of geriatric clinical pharmacists in China and the United States[J].ZHONGGUO YAOFANG,2024,35(14):1781-1785. DOI： 10.6039/j.issn.1001-0408.2024.14.19.
摘要
目的
2
比较中美两国老年专科临床药师培训项目的基本情况，为我国老年专科临床药师培训项目的进一步优化提供参考。
方法
2
查询美国卫生系统药师协会（ASHP）和中国医院协会官方网站，检索并收集中美两国老年专科临床药师培训项目的培训大纲、机构类型/规模、招生人数、培训内容、申请条件、考核标准等资料和数据，采用Excel软件进行统计分析。结果与
结论
2
截至2024年1月12日，美国ASHP共开展毕业后第2年老年专科临床药师培训项目24个，可招收25人，并提供相应薪酬；培训基地涉及医院、药学院，规模不一；申请人需获得药学博士学位、完成毕业后第1年培训。ASHP就基础患者照护、高级患者照护、领导力和管理能力、知识的教育教学传播能力四大必备技能设计了详细的培训目标，各培训基地可结合自身特点，适当增设学术技能、长期照护技能等可选技能，制订学员轮转计划，并在培训过程的多个时间节点进行考核、评估。我国共开展老年专科临床药师培训项目5个，可招收15人，不提供薪酬；培训基地均为三级甲等医院，规模较大；申请人需要获得本科及以上学位，并根据所学专业和学位的不同，对其有不同的工作年限要求。中国医院协会药事专业委员会设置了详细的培训大纲，就理论知识、实践技能、科研思维等提出了具体的培训目标，在入组时、规定内容培训完成时和结业时由培训基地组织考核、评估。参考美国的项目开展经验，建议带教老师针对不同层次的学员开展差异化的知识和技能培训，灵活安排轮转科室，要求学员尽可能独立开展工作并深入参与临床教学、科研工作，安排多次、多种形式的考核、考察，及时调整学习方案，全面提升学员能力。
Abstract
OBJECTIVE
2
To compare the general status of training programs for geriatric clinical pharmacists in China and the United States， and provide a reference for further optimizing training programs of geriatric clinical pharmacists in China.
METHODS
2
Retrieved from the American Society of Health-System Pharmacists （ASHP） website and the Chinese Hospital Association website， the detailed information and data on training outline， institution type/scale， enrollment number， training contents， project application conditions and graduation assessments for clinical pharmacists in geriatric field were collected and statistical analysis was performed using Excel software.
RESULTS &
CONCLUSIONS
2
As of January 12， 2024， ASHP provided 24 geriatric clinical pharmacist training programs and 25 positions available for application in the postgraduate year two training， which provided compensation. The training base involved hospitals and pharmaceutical colleges， with varying scales. Applicants needed to obtain a doctor of pharmacy and complete postgraduate year one training. ASHP had designed detailed training objectives for the four essential skills of basic patient care， advanced patient care， leadership and management skills， and knowledge education and teaching dissemination. Each training base could appropriately add optional skills such as academic skills， long-term care skills and other skills according to its characteristics， developed a student rotation plan， and conducted assessments and evaluations at multiple time points during the training process. There were 5 training programs for geriatric clinical pharmacists in China， with 15 positions， which didn’t provide compensation； training bases were all third-grade class A hospitals with relatively large scale. The applicant needed to obtain a bachelor’s degree or above， and different years of work were required based on their major and degree level. The Pharmaceutical Specialized Committee of the China Hospital Association had established a detailed training outline， proposing specific training objectives on theoretical knowledge， practical skills， scientific research thinking， etc. The training base organized assessments and evaluations at the time of enrollment， completion of specified content training， and graduation. According to the experience of the US， it is recommended to provide differentiated knowledge and skills training for students at different levels， flexibly arrange rotating departments， require students to work independently and deeply participate in clinical teaching and research work， conduct multiple and various forms of assessments， and adjust learning plans in a timely manner to comprehensively enhance their abilities.
关键词
Keywords
references
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