• Korean Journal of Clinical Pharmacy
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• v.24 no.3
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• pp.169-182
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• 2014

Background: There exist some different perceptions on clinical pharmacy between Korean and western societies. Since the pharmacists who received the 6-year pharmacy education join the pharmacy profession soon, it appears imperative to know whether the western-style clinical pharmacy is adaptable to Korean-style pharmacy education and profession. Methods: The authors surveyed 54 professors in the membership directory of the Korean College of Clinical Pharmacy (KCCP) on their perceptions on clinical pharmacy and clinical pharmacists, and their willingness for adapting clinical pharmaceutical care (CPC) and clinical pharmaceutical sciences (CPS) into clinical pharmacy education. The survey consists of 47 questions including dichotomized and Likert scale questionnaires in the areas of respondent demographics, clinical pharmacy, clinical pharmacists, CPC and CPS. Results: Of the 54 KCCP members surveyed, 29 completed the questionnaires in full and one in part. It appears that most KCCP members acknowledge the existence and importance of the two major fields of clinical pharmacy, CPC and CPS. Twenty-eight (96.6%) and seventeen members (68.0%) agreed to introduce CPC and CPS into the clinical pharmacy education in Korea, respectively. Seventeen (63.0%) answered CPC would be successfully adapted in Korea. Twenty (74.1%) agreed that it is desirable for clinical pharmacists to perform CPC and CPS simultaneously. Conclusion: Based on this survey, the authors suggest that pharmacy schools provide their students with the education opportunities on CPC to nurture clinical pharmacists through a master's program and CPS to foster clinical pharmaceutical scientists through a Ph.D. program.

• Korean Journal of Clinical Pharmacy
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• v.21 no.2
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• pp.182-187
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• 2011

The Korean pharmacy education has been facing extraordinary challenges. Clinical pharmacy has been embraced into mainstream in the new curriculum since its introduction in Korea. Although these changes are positive to provide our graduates adequate knowledge and skills to meet international standards of pharmacy education, current preparedness is far from desired goals. Thus, faculty members and clinical pharmacy experts from diverse walks are tirelessly committed to develop clinically oriented educational sites. However, it is important to recognize that pharmacy practice, research, and education should be aligned with the $Profession^{\circ}{\Phi}s$ vision. Most faculty members in clinical pharmacy were unexceptionally expected to tackle educational challenges with new curriculum. All academicians must profess throughout their career. Fundamental component in academic career is research accomplishments. The prosperity of clinical pharmacy inevitably goes with research. Clinical researchers in Korea are underprivilaged over basic scientists due to less funding opportunity, administrative support, and research resources. Clinical pharmacy researchers should further overcome poor recognition among other healthcare professionals and government. Aggressive networking and support and awareness of pharmacy oriented clinical research from the Korean college of clinical pharmacy would nurture clinical pharmacy research. With research progress, clinical pharmacy would be prerogative in Korean pharmacy advance.

• 한국임상약학회:학술대회논문집
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• 1994.11a
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• pp.3-37
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• 1994

• Korean Journal of Clinical Pharmacy
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• v.31 no.4
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• pp.293-300
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• 2021

Background: This study aims to determine whether the new 6-year pharmacy curriculum is designed to help students in their career path based on the employment status of the current 2+4 pharmacy school graduates. Methods: An online survey was conducted to the pharmacists who graduated from Woosuk University College of Pharmacy between 2015 and 2021. The survey questions included the current employment status of the graduates and their feedback on the clinical pharmacy curriculum at Woosuk University. Results: There were a total of 104 graduates who responded to the survey out of 312 graduates of whom the school had current contact information. Most of the graduates are currently working in a community pharmacy (63.5%), followed by hospital pharmacy (27.9%) and pharmaceutical industry (4.8%). Although most graduates were satisfied with clinical pharmacy courses at our college, many thought there needs to be a reinforcement or improvement in the curriculum, including pharmacotherapy and pharmacy practice experiences as well as social pharmacy courses. Conclusion: Based on our study, clinical and social pharmacy are the courses that teach the knowledge and skills required in community and hospital pharmacy and yet, are most in need of improvement. As most graduates work in a community or hospital pharmacy, it is necessary to improve our pharmacy curriculum so that they can learn and demonstrate their clinical skills effectively.

• Korean Journal of Clinical Pharmacy
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• v.24 no.4
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• pp.304-310
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• 2014

Objective: The objective of this study was to evaluate the 6-year clinical pharmacy curriculum in Korea among 35 schools of pharmacy and to compare the pharmacy practice experience curriculum with the U.S. Methods: Data on the 6-year clinical pharmacy curriculum was collected and analyzed from 35 schools of pharmacy in Korea. Data were collected from each school's website, or through professors in clinical pharmacy or the administrative office, when not available online. Guidance for U.S. clinical pharmacy curriculum was referenced from the Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards and Guidelines. Results: Pharmacotherapy was the only course that was offered in every school of pharmacy with average of $11.5{\pm}2.8$ credit hours offered. Only six subjects were offered in more than half of the schools. Average pharmacy practice experience credit hours in Korea were $1.8{\pm}0.6$, $7.8{\pm}1.5$, $4.9{\pm}1.2$, $3.5{\pm}1.1$, $11.8{\pm}1.2$ in introductory, hospital, community, pharmaceutical industry and administration, and intensified pharmacy practice experience, respectively. While the U.S. required introductory pharmacy practice experience (IPPE) to be conducted in the real pharmacy setting, the IPPE in Korea was conducted as an in-class simulation. The total required hours of IPPEs and APPEs were 1400 hours in Korea and 1740 (300+1440) hours in the U.S. Conclusion: Clinical pharmacy curriculum in Korea is offered through a variety of courses and the pharmacy practice experience curriculum has been adopted by every school of pharmacy. A guidance outlining the major required contents of clinical pharmacy curriculum could help standardize and advance the clinical pharmacy education in Korea.

• Korean Journal of Clinical Pharmacy
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• v.27 no.1
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• pp.9-14
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• 2017

Background: Pharmacy curriculum change was made from a 4-year program to a 2+4 year program in year 2009 in Korea. The change has resulted in more educational exposures on patient-centered practice environments for about 1,400 hours in the last year of the professional pharmacy program. When the Middle East Respiratory Syndrome (MERS) outbreak hit Seoul and suburban areas and propagated to other provinces in Korea, emergency response to avoid student infection in the pharmacy practice sites became an urgent issue. While other health professional programs such as medicine and nursing had activated emergency preparedness manuals, timely and clear guidelines were not disseminated to all pharmacy programs and protective measures largely relied on individual pharmacy program. Methods: A survey was developed by the Committee on Pharmacy Practice Experience Programs in the Korean College of Clinical Pharmacy to document the status of pharmacy programs during the Korea MERS outbreak in 2015. The 10-question survey was distributed to the pharmacy practice experience coordinators to 34 out of 35 pharmacy schools in Korea by emails. Results: Our findings showed that 82.4% of the program coordinators (28/34) responded to the survey, 96.4% of the programs did not have emergency preparedness manuals, administrative meetings were held in 89.3% of the pharmacy programs, the rotation schedules were modified or withheld in 53.6% of schools, and the changes were mostly observed from the programs classified as MERS outbreak regions. Conclusion: Further needs in establishing the emergency preparedness manual should be explored for pharmacy education stakeholders.

• Biomolecules & Therapeutics
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• v.23 no.5
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• pp.407-413
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• 2015

Paraquat dichloride (N,N-dimethyl-4-4'-bipiridinium, PQ) is an extremely toxic chemical that is widely used in herbicides. PQ generates reactive oxygen species (ROS) and causes multiple organ failure. In particular, PQ has been reported to be an immunotoxic agrochemical compound. PQ was shown to decrease the number of macrophages in rats and suppress monocyte phagocytic activity in mice. However, the effect of PQ on macrophage cell viability remains unclear. In this study, we evaluated the cytotoxic effect of PQ on the mouse macrophage cell line, RAW264.7 and its possible mechanism of action. RAW264.7 cells were treated with PQ (0, 75, and $150{\mu}M$), and cellular apoptosis, mitochondrial membrane potential (MMP), and intracellular ROS levels were determined. Morphological changes to the cell nucleus and cellular apoptosis were also evaluated by DAPI and Annexin V staining, respectively. In this study, PQ induced apoptotic cell death by dose-dependently decreasing MMP. Additionally, PQ increased the cleaved form of caspase-3, an apoptotic marker. In conclusion, PQ induces apoptosis in RAW264.7 cells through a ROS-mediated mitochondrial pathway. Thus, our study improves our knowledge of PQ-induced toxicity, and may give us a greater understanding of how PQ affects the immune system.

• YAKHAK HOEJI
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• v.57 no.3
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• pp.219-225
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• 2013

The Korean pharmacy education has introduced new curriculum since 2011. In the new curriculum, pharmacy students have been provided strenthen experimental education and clinical pharmacy has been more important than previous curriculum. Thus, faculties in the college of pharmacy should prepare the circumstances correlated with the changed curriculum. To accomplish successful setting, all faculty and practice experts must work together and need financial assisstant from the college. However, there are many different obstacles among 35 colleges of pharmacy in Korea. In order to narrow a gap among students and find the way to overcome it together, we studied the problem of preparation process in Korean colleges of Pharmacy. We studied the process of practical education in college of pharmacy by means of self-reporting questionnaire from November 29th 2012 to December 31th 2012. The questionaire comprised of syllabus related to clinical pharmacy, the number of professor in charge of clinical pharmacy or pharmacotherapeutics, the plan of securing faculties in the field of clinical pharmacy, the budget, site, instrument for preparing experimental education, the lesson time number of experimental education, MOU, education and treatment of preceptor in the practice site and committee of experimental education in the college. Total 21 of 35 colleges participated in this survey. They showed different composition of syllabus, budget, the circumstances of experimental education, the education and treatment of preceptor. Most colleges are unclear the site and preceptor of experimental education and they did not contract the MOU with the sites. 9 of 21 also did not have the committee of experimental education in the colleges. From 2013, some colleges of pharmacy start actual experimental education. Inadequete preparation and different quality of education can make student incomplete pharmacists, so it will be negative effect on public health. To overcome challenge and obtain desirable goal, funding/administrative assistant from the college and networking within 35 colleges of pharmacy are needed.

• Korean Journal of Clinical Pharmacy
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• v.30 no.1
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• pp.31-35
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• 2020

Objective: The 3-hydroxy-3-methylglutaryl coenzyme A reductase inhibitors (statins) are frequently prescribed medications worldwide for the treatment of hypercholesterolemia. Statins are considered to be well tolerated; however, they have a potential for myotoxicity. Concomitant drugs that inhibit cytochrome P450 3A4 can increase the concentration of statins and thus the risk of developing myotoxicity. The purpose of this study was to evaluate risk factors associated with potential drug-drug interactions in patients receiving statins. Methods: The subjects of this study were patients aged more than 18 years who received at least one prescription of statins in a general hospital located in Chuncheon-si, Korea, between January 1, 2018, and March 31, 2018. Data regarding statin use and baseline characteristics was collected from the computerized hospital database. Logistic regression analysis was used to identify risk factors associated with potential drug-drug interactions. Results: A total of 1061 patients were finally included in the study. The incidence of potential drug-drug interactions was 45% in all subjects. According to the results of the multivariate logistic regression analysis, myocardial infarction as the indication of statin, arrhythmia or heart failure as a comorbidity, and aspartate aminotransferase levels higher than 40 IU/L were significant risk factors for potential drug-drug interactions in study subjects. Diltiazem was the most commonly co-prescribed drug that caused potential drug-drug interactions with statins. Conclusion: There was a considerable rate of potential drug-drug interactions in patients receiving statins. Health care professionals should attempt to reduce potential drug-drug interactions during statin administration.

• Korean Journal of Clinical Pharmacy
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• v.28 no.1
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• pp.30-39
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• 2018

Background: Clinical Pharmacy Practice Experience (CPPE) is an important curriculum that offers students patient-centered disease prevention and treatment with evidence-based optimal pharmacotherapy for better clinical outcomes. However, few studies have evaluated the perception of pharmacy students regarding CPPE in tertiary and secondary hospitals. This study aimed to evaluate the perception of pharmacy students regarding the learning program of CPPE. Methods: The survey questionnaire consisted of 15 self-administered questions regarding pharmacy practices, barriers, and improvement of practical training. Fourteen institutional pharmacies located in seven regions responded to a survey questionnaire from March 1 to June 30, 2017. The participants were pharmacy students doing clerkship in a hospital setting. Results: The response rate was 73.6%. Thirty-five participants (22.4%) had used a hospital library, but 121 (77.6%) had never used the library for drug information resources. Eighty-one (50.0%) responded that clinical knowledge and drug information was the most beneficial practice. Thirty-seven (31.1%) respondents in the tertiary hospitals and 19 (46.3%) in the secondary hospitals answered that they were filling prescriptions during the daily break. On the other hand, 72 respondents (60.5%) in the tertiary hospitals and 17 (41.5%) in the secondary hospitals did literature research to prepare for presentation. Conclusion: More students in secondary hospitals continue to fill prescriptions during the daily break, as compared to those in tertiary hospitals. Therefore, the authors suggest self-directed learning to improve clinical performance and each institution considers offering onsite or online library service to improve evidence-based CPPE for pharmacy school students.