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<ArticleSet>
  <Article>
    <Journal>
      <PublisherName>aaspjournal</PublisherName>
      <JournalTitle>Journal of Asian Association of Schools of Pharmacy</JournalTitle>
      <PISSN>I</PISSN>
      <EISSN>S</EISSN>
      <Volume-Issue>Volume 10</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>January - December, 2021</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>2021</Year>
        <Month>10</Month>
        <Day>14</Day>
      </PubDate>
      <ArticleType>Pharmacy</ArticleType>
      <ArticleTitle>Unique perspectives of Pharmacy Education in Japan —Core Curriculum and Some Examples of Advanced Education—</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>31</FirstPage>
      <LastPage>34</LastPage>
      <AuthorList>
        <Author>
          <FirstName>Hisakazu</FirstName>
          <LastName>Ohtani</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI/>
      <Abstract>This review aims to introduce the current perspectives of pharmacy education in Japan. In 2006, Japanese pharmacy education system was reformed to have two tracks; the six-year course to produce pharmacists and four-year course to produce researchers, and the model core curriculum was introduced. The current model core curriculum (version 2013) was designed based on the concept of outcome-based education to cover approximately 70% of total classes. Pharmacy students are required to pass two common achievement tests at the end of fourth year - objective structural clinical examination (OSCE) and computer-based testing (CBT) - before pharmacy practice experiences consisting of community pharmacy and hospital rotations. Besides, all the students are required to carry out the research for graduation thesis. While we are facing with a problem of future imbalance between supply and demand of pharmacists, the science-based pharmacy education will expand the role of pharmacists and improve the imbalance.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>core curriculum, Japan, pharmacy education, clinical rotation</Keywords>
      <URLs>
        <Abstract>https://aaspjournal.org/ubijournal-v1copy/journals/abstract.php?article_id=13344&amp;title=Unique perspectives of Pharmacy Education in Japan —Core Curriculum and Some Examples of Advanced Education—</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References/>
      </References>
    </Journal>
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