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우리나라와 캐나다 약사면허 국가시험제도 비교

Comparison of Pharmacist License Examination between Korea and Canada

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A newly-structured Korean pharmacist license exam has been launched in 2015, reflecting upon the changes in the pharmacycurriculum from a 4 year program to a 6 year program in 2009. In order to provide new ideas to ensure that the new exam is oneof the most effective pharmacist evaluations that have taken place thus far, this study was done to compare the pharmacy examsin Korea and Canada. One of the major differences noted between the two countries' exams is that along with paper based MCQportion of the exam, Canada's exam also includes a performance-based section, known as OSCE, which the Korean PharmacyExam (KPE) does not have. Furthermore, with the MCQ portion of the exam, the Canadian exam asks about 300 questions, with 450minutes of test time allocated and taken during a period of two consecutive days, the KPE asks 350 questions, with 325 minutes oftest time allocated in one day. Although, similarly, many of the questions in both exams place emphasis on clinical or patient care,Canada's exam puts significantly more emphasis (50.5% of exam questions) on these types of questions than Korea (29.7% of examquestions). However, this percentage does not reflect the exact weight placed for the specific areas of knowledge it requires toanswer these questions, since the types of questions asked in this section in Canada could be placed in another section on theKPE. Canada's exam also has more questions (10% +150 questions for BC) on the topics of law and ethics compared to the KPE(5.7%). The reason for this may be that the Canadian society puts emphasis on the legal and ethical duties of pharmacists as aleader. However, since each country is unique in their social, economical, and cultural points of view, comparing the KPE to theCanadian licensing exam and applying these differences to the new KPE may not be appropriate. One last thing to consider is that,as WHO/FIP mentioned, in good pharmacy practice, continually updating and developing an appropriate pharmacy exam withconsideration of societal changes, is key to success in developing the scope of practice for current and future pharmacists.

Abstract

A newly-structured Korean pharmacist license exam has been launched in 2015, reflecting upon the changes in the pharmacycurriculum from a 4 year program to a 6 year program in 2009. In order to provide new ideas to ensure that the new exam is oneof the most effective pharmacist evaluations that have taken place thus far, this study was done to compare the pharmacy examsin Korea and Canada. One of the major differences noted between the two countries' exams is that along with paper based MCQportion of the exam, Canada's exam also includes a performance-based section, known as OSCE, which the Korean PharmacyExam (KPE) does not have. Furthermore, with the MCQ portion of the exam, the Canadian exam asks about 300 questions, with 450minutes of test time allocated and taken during a period of two consecutive days, the KPE asks 350 questions, with 325 minutes oftest time allocated in one day. Although, similarly, many of the questions in both exams place emphasis on clinical or patient care,Canada's exam puts significantly more emphasis (50.5% of exam questions) on these types of questions than Korea (29.7% of examquestions). However, this percentage does not reflect the exact weight placed for the specific areas of knowledge it requires toanswer these questions, since the types of questions asked in this section in Canada could be placed in another section on theKPE. Canada's exam also has more questions (10% +150 questions for BC) on the topics of law and ethics compared to the KPE(5.7%). The reason for this may be that the Canadian society puts emphasis on the legal and ethical duties of pharmacists as aleader. However, since each country is unique in their social, economical, and cultural points of view, comparing the KPE to theCanadian licensing exam and applying these differences to the new KPE may not be appropriate. One last thing to consider is that,as WHO/FIP mentioned, in good pharmacy practice, continually updating and developing an appropriate pharmacy exam withconsideration of societal changes, is key to success in developing the scope of practice for current and future pharmacists.

참고문헌 (25)

  1. 주승재, "한국 약사제도(藥事制度)의 변천", 약 학 회 지, 58(6), pp.405~412 (2014), 대한약학회
  2. 한국약학교육협의회, "Historical Transition and Future Task of Pharmacist License Examination in Korea(1)", 한국임상약학회지, 24(3), pp.229~229 (2014), 한국임상약학회
  3. 유봉규, "국내 약사 및 의료인면허 국가시험 제도 비교", 한국임상약학회지, 23(1), pp.71~76 (2013), 한국임상약학회
  4. "Enforcement Rule of Korean Pharmaceutical Affairs Act", 2015.1.5, ~ (2015)
  5. 안동현, "의과대학 학생의 정신과학 실기 평가에서 객관적 구조화 임상 시험(OSCE) 실시", 신경정신의학, 40(6), pp.1018~1030 (2001), 대한신경정신의학회
  6. 정애희, "약사의 전문성강화를 위한 국가별 평생교육제도 비교연구", 약 학 회 지, 58(4), pp.277~285 (2014), 대한약학회
  7. "WHO (World Health Organization)", who.int, en, pp.d, Js2214e
  8. 박훈기, "의사국가시험에서 실기시험의 도입이 의학교육에 미친 영향", 대한의사협회지, 55(2), pp.116~123 (2012), 대한의사협회
  9. Austin Z., "INSTRUCTIONAL DESIGN AND ASSESSMENT Development and Validation Processes for an Objective Structured Clinical Examination (OSCE) for Entry-to-Practice Certification in Pharmacy: The Canadian Experience", Am J of Pharmaceutical Education, 67(3) (2003)

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