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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 1 No.2</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>April - June, 2012</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>-0001</Year>
        <Month>11</Month>
        <Day>30</Day>
      </PubDate>
      <ArticleType>Pharmacy</ArticleType>
      <ArticleTitle>Pharmacy education experience in the U.S.A. - implications for Asia</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>68</FirstPage>
      <LastPage>77</LastPage>
      <AuthorList>
        <Author>
          <FirstName>Moses S. S.</FirstName>
          <LastName>Chow</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Lucinda L.</FirstName>
          <LastName>Maine</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Rosalie</FirstName>
          <LastName>Sagraves</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI/>
      <Abstract>Based on personal experiences as well as examining changes in pharmacy education over the past 50 years in the U.S.A., the authors pinpointed three key factors that are considered critical in the development and implementation of a clinically-oriented pharmacy curriculum for producing graduates capable of providing patient care services (e.g., mediation therapy management). These are: (1) quality and quantity of faculty; (2) a patient care practice model for pharmacy education programs - what, where and who pays for the services, and (3) curriculum quality control and teaching assessment. The relevance of these factors for an Asian pharmacy curriculum that would prepare graduates capable of providing patient care services that meet the health needs within each country are briefly discussed.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>pharmacy education clinical curriculum model medication management Pharm. D. program primary care pharmacy</Keywords>
      <URLs>
        <Abstract>https://aaspjournal.org/ubijournal-v1copy/journals/abstract.php?article_id=5953&amp;title=Pharmacy education experience in the U.S.A. - implications for Asia</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References/>
      </References>
    </Journal>
  </Article>
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