THE EVALUATION STANDARDS 2011

-Japan Accreditation Board for Pharmaceutical Education（http://www.jabpe.or.jp/english/index.html）

Table of Contents
Mission & Goals
1. Mission & Goals

1

The Curriculum
2. Organization for Curriculum1

3. Basic Contents of Medical Profession Education2

3-1 Humanism Education / Medical Ethic Education

2

3-2 Liberal Arts / Language Education

3

3-3 Propaedeutic Education

5

3-4 Medical Safety Education

5

3-5 Lifelong Learning

6

4. Pharmaceutical Education Curriculum

6

4-1 Model Core Curriculum for Pharmaceutical Education

6

4-2 Contents of University Original Pharmacy Professional Training

8

5. Pharmacy Clerkship8

5-1 Pre-clinical Training

8

5-2 Common Achievement Tests

9

5-3 Clinical Practice Rotations

10

6. Education for Nurturing Problem Solving Ability

12

6-1 Graduation Research

12

6-2 Problem-finding and solving Approach to Learning

13

Students
7. Admission Policy and System for Acceptance

14

8. Grading / Promotion / Graduation

15

8-1 Grading

15

8-2 Promotion

15

8-3 Graduation

16

9. Student Services

17

9-1 Study Support System179-2 Considerations for Security and Relief

20

Teacher Organization / Staff Organization
10. Teacher Organization / Staff Organization

20

10-1 The Teacher Organization and Faculty Development20

10-2 Education / Research Activities

22

10-3 The Staff Organization and Staff Development

23

Institutions / Facilities
11. Institutions / Facilities24

11-1 Facilities in the University

24

Collaborative Relationships
12. Collaborative Relationships with Society

25

Check & Evaluation
13. Self-check / Self-evaluation

26*Management / Financial Resources are evaluated by different Accreditation Boards

Mission & Goals
1. Mission & Goals
Standard 1-1
The school of pharmacy must have a statement that expresses its mission, goals andvalues in the areas of teaching, research and scholarly activity, service to thecommunity, contribution to pharmacy practice, and advancement of the profession. The
mission and goals must reflect and align with the professional vision for pharmacy
practice and education to ensure that graduates are appropriately educated and trained todeliver pharmacy services that meet current and future societal needs and expectations.
The mission and goals must be specific, measurable and realistic so that progress
toward their achievement can be evaluated.
Guideline1-1-1&1-1-2
The mission and goals must reflect the environment surrounding medical care,social needs for a pharmacist, and students’ needs precisely.
Guideline1-1-3&1-1-4
The mission and goals must be disseminated to staff and students of the school, andmust be announced publicly.
Guideline1-1-5
The mission and goals should be checked and evaluated regularly and should be
improved based on the evaluation.

The Curriculum
2. Organization for CurriculumStandard 2-1
The curriculum policy must be set based on institution missions and goals andsubsequently announced.
Guideline 2-1-1
The curriculum policy must be set based on institution missions and goals.
Guideline 2-1-2
The school of pharmacy must have an overseeing responsibility system in place to
set the curriculum policy.

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Guideline 2-1-3
The curriculum policy must be publicized to the staff and students of the school.
Guideline 2-1-4
The curriculum policy must be announced widely to the public on respective
homepages and other applicable information sites.
Standard 2-2
The curriculum must be constructed based on the curriculum policy.
Guideline 2-2-1
The curriculum must be organized based on the curriculum policy.
Guideline 2-2-2
The curriculum must not be aimed solely at passing the national examination andpharmaceutical common achievement tests.
Guideline 2-2-3
The system, which undertakes construction of the curriculum and improvements
based on immediate needs, must be organized by an appropriate committee that
includes, functioning university teachers and pharmacists.

3. Basic Contents of Medical Profession Education
3-1 Humanism Education / Medical Ethic Education
Standard 3-1-1
The school of pharmacy must provide an effective and systematic education of aquality such that students can become a pharmacist, a health care provider, and an
individual who demonstrates a manner of behavior that nurtures a relationship of mutual
trust among people.
Guideline 3-1-1-1
The school of pharmacy must provide an effective and systematic education of aquality such that students can become a pharmacotherapy expert who possesses theappropriate behavior representing the qualities of a healthcare provider.

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Guideline 3-1-1-2
The school of pharmacy must educate students with effective learning methods suchthat they can become a pharmacist holding pharmacist ethics, a sense of duty, and a
responsible view of the profession.
Guideline 3-1-1-3
The school of pharmacy must educate students with effective learning methods
necessary to understand the psychology, situations, and environment of a patientinteracting with a healthcare provider while building suitable relationships of mutual
trust between the two.
Guideline 3-1-1-4
The school of pharmacy must set an index to evaluate the competencies of a student
in medical ethics and humanism, and must make appropriate use of that index to makejudgments.
Guideline 3-1-1-5
The amount of class credits for medical ethics (3-1), humanism (3-1), liberal arts (32), foreign languages (3-2), remedial education for specialized programs (3-3), medical
safety education (3-4), and the nurturing of lifelong study (3-5) would be desirable to be
set at over 20% of the total credits required for graduation.
3-2 Liberal Arts / Language Education
Standard 3-2-1
In order for a student to become a person who has both intelligence and a highdegree of self‐respect, the school of pharmacy must provide a myriad of classes suchthat students learn about the humanities, social sciences, and natural sciences, enablingthem to build the basics required of a person to develop a deep humanitarian ethos withthe ability to view the world from a variety of perspectives.
Guideline 3-2-1-1
The school of pharmacy must provide a myriad of classes in liberal arts that are in
keeping with the educational guidelines prepared for specific pharmacy programs.
Guideline 3-2-1-2
The school of pharmacy must provide elective classes meeting social needs andmust also consider other selectivity choices in the class schedules.

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Guideline 3-2-1-3
It would be better for the school of pharmacy to form a systematic curriculum ofliberal arts that connects with the learning goals of specific pharmacy programs.
Standard 3-2-2
The school of pharmacy must carry out education that allows students to acquire thebasic knowledge, skills, and attitudes in order to express their independent thoughts andopinions in an appropriate manner that respects the circumstances and opinions ofothers.
Guideline 3-2-2-1&3-2-2-2
The school of pharmacy must carry out education that establishes student
communication competency.
Guideline 3-2-2-3
The school of pharmacy must carry out education that nurtures the student’s abilityof expression that allows one to integrate both the opinion of oneself and others.
Guideline 3-2-2-4
The school of pharmacy must set an index to evaluate a student’s communicationcompetency and must appropriately evaluate the student based on the established index.
Standard 3-2-3
The school of pharmacy must provide a language education required to develop theability to integrate and cope with social globalization.
Guideline 3-2-3-1
The language classes must include elements of "speaking", "hearing", "writing", and"reading". The language classes should incorporate elements that address the student’s
ability “to speak”, “to listen”, “to write”, and “to read”.
Guideline 3-2-3-2
The school of pharmacy should arrange the class schedule and supervise thestudent’s ability to master all elements of "speaking", "listening, "writing", and"reading".
Guideline 3-2-3-3
The school of pharmacy should provide language classes that allow the student tomaster the appropriate linguistic abilities required to be a pharmacist.
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Guideline 3-2-3-4
The school of pharmacy would be better to provide language classes that allow thestudent to master linguistic abilities that correspond to medical progress and change.
Guideline 3-2-3-5
The school of pharmacy would be better to systematically construct the language
classes.
3-3 Propaedeutic Education
Standard 3-3-1
The school of pharmacy must provide appropriately propaedeutic programs
necessary to allow the student to continue in pharmacy professional education.
Guideline 3-3-1-1
The propaedeutic programs must be appropriately considered in accordance with thedifferent learning experiences of each student prior to their enrollment in the school.
Standard 3-3-2
The school of pharmacy must provide an early exposure program that aims toenhance the learning volition of the student.
Guideline 3-3-2-1
The early exposure program must be arranged for students to be able to observe awide variety of medical sites where a pharmacist actively participates.
Guideline 3-3-2-2
The early exposure program must include specific plans, such as presentation andgeneral discussion skills, to enhance the learning process.
3-4 Medical Safety Education
Standard 3-4-1
The school of pharmacy must provide programs about the prevention of the harmful
effects of a medicine, malpractice, and medical accidents from the viewpoint of safe
usage of medicines and medical equipment.

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Guideline 3-4-1-1
The programs must include learning about an overview, prevention methods, andsolution strategies of the harmful effects of a medicine, malpractice, and medical
accidents.
Guideline 3-4-1-2
In order to enhance the learning effects, the programs should include a patient andtheir family, a lawyer, and a safety manager involved in medical care as a lecturer.
The programs should also raise students’ ability to establish scientific viewpoints andobjective discernments about the security and usage of medicines and medical
equipment.
3-5 Lifelong LearningStandard 3-5-1
The school of pharmacy must provide programs that recognize the importance of
lifelong learning following graduation, in order to develop the social responsibilities
needed as a medical provider.
Guideline 3-5-1-1
The programs must include lectures not only by teachers, but also pharmacists, inorder for students to know that lifelong learning is necessary to cope with medical
progress.
Guideline 3-5-1-2
The school of pharmacy should provide students with opportunities to participate inlifelong learning programs, such as training after graduation.
Guideline 3-5-1-3
It is desirable for the school of pharmacy to construct systematic lifelong learning
programs and opportunities.

4. Pharmaceutical Education Curriculum
4-1 Model Core Curriculum for Pharmaceutical Education
Standard 4-1-1
The content and educational objectives of the curriculum must be based on the
Model Core Curriculum for pharmaceutical education.
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Guideline 4-1-1-1
The general objectives and specific behavioral objectives must be stipulated in thesyllabus of each class, and must be based on the Model Core Curriculum forpharmaceutical education.
Standard 4-1-2
A learning stratagem that is suitable for the achievement of specific behavioral
objectives for each class must be provided.
Guideline 4-1-2-1
Education utilizing learning methods suitable for the different learning domains(knowledge, skill, attitude) of each specific behavioral objective must be provided.
Guideline 4-1-2-2Training for scientific experiments must be conducted in a manner that allows forboth the mastery of skills and the proper attitude needed to nurture scientific criticalthinking.
Guideline 4-1-2-3
The school of pharmacy should connect clinical knowledge with the basics of eachclass.
Guideline 4-1-2-4
The school of pharmacy would be better to construct an interchange system
involving patients, pharmacists, and other medical providers, with these individuals
directly participating in the educational process.
Standard 4-1-3
The school of pharmacy must arrange the order of classes to create an appropriately
effective curriculum.
Guideline 4-1-3-1
The school of pharmacy must create an effective curriculum that takes into
consideration relationships between other classes.

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Standard 4-2-1
The school of pharmacy must provide specific and original pharmacy programs thatreflect the institution’s own mission and goals.
Guideline 4-2-1-1
The school of pharmacy must provide specific and original pharmacy programsreflecting the institution’s mission and goals, in addition to the Model Core Curriculumfor pharmaceutical education.
Guideline 4-2-1-2
Original pharmacy programs must be constructed as a class or part of a class, and be
exhibited in the syllabus.
Guideline 4-2-1-3
The school of pharmacy would be better to form an effective curriculum based on
original programs that take into consideration the needs of the students.

5. Pharmacy Clerkship
5-1 Pre-clinical Training
Standard 5-1-1
Pre-clinical training must be appropriately carried out in accordance with the Model
Core Curriculum.
Guideline 5-1-1-1
The educational objectives (General Instructional Objective: GIO; Specificbehavioral objectives: SBOs) of pre-clinical training must be based on the Model Core
Curriculum.
Guideline 5-1-1-2
Learning methods, the number of course hours, and training rooms must be carriedout in accordance with the Model Core Curriculum.
Guideline 5-1-1-3
Pre-clinical training must be carried out under the appropriate tuition system.
Guideline 5-1-1-4
Pre-clinical training must be carried out at appropriate times for pharmacy practices.

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Guideline 5-1-1-5
An index to evaluate degrees of accomplishment in pre-clinical training must be set,and students must be appropriately evaluated based on that index.
Guideline 5-1-1-6
When the completion of pre-clinical training is separated from the start of pharmacy
practice, it would be better to confirm the degree of student accomplishment in preclinical training shortly before pharmacy practice.
5-2 Common Achievement Tests
Standard 5-2-1
A student who wants to take clinical practice rotations must pass the Common
Achievement Tests (CBT and OSCE) prior to beginning clinical practice rotations.
Guideline 5-2-1-1
Designation of passing verdicts by the school of pharmacy must be based on
acceptability criterion set by the Pharmaceutical Common Achievement Tests
Organization, which demonstrate necessary acquired ability and competence to perform
clinical practice rotations.
Guideline 5-2-1-2
The school of pharmacy must share all the information about the Common
Achievement Tests (CBT and OSCE), including the number of the examinees, thenumber of students passing and acceptability criterion.
Standard 5-2-2
The school of pharmacy must maintain an appropriate system necessary to performthe Common Achievement Tests (CBT and OSCE).
Guideline 5-2-2-1
The Common Achievement Tests (CBT and OSCE) must be performed based on"the implementation guidelines" of the Pharmaceutical Common Achievement Tests
Organization.
Guideline 5-2-2-2
The school of pharmacy must create CBT and OSCE committees, and thecommittees should work impartially and efficiently on performing the Common
Achievement Test.
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Guideline 5-2-2-3
The school of pharmacy must maintain the facilities and equipment necessary toappropriately perform the CBT and OSCE.
5-3 Clinical Practice Rotations
Standard 5-3-1
The school of pharmacy must maintain systems for appropriately performing clinicalpractice rotations.
Guideline 5-3-1-1
The school of pharmacy must create committees for clinical practice rotations, andthe committees should work efficiently to perform clinical practice rotations.
Guideline 5-3-1-2
The responsibility for clinical practice rotations must be made clear.
Guideline 5-3-1-3Student health status must be confirmed and enforced by necessary medical
examinations, vaccinations, and other measures before the initiation of clinical practicerotations.
Guideline 5-3-1-4
It would be better for all teachers of the school of pharmacy to participate in theclinical practice rotations.
Standard 5-3-2
Hospital and community pharmacy assignments for students must be appropriately
made.
Guideline 5-3-2-1
The school of pharmacy must share all information, such as the methods andstandards for assignment decisions, with the student prior to any assignments.
Guideline 5-3-2-2
The school of pharmacy must consider both the courses and student transportation at
the time that the assignment decision of the student is made.
Guideline 5-3-2-3
When clinical practice rotations are carried out at distant locations, teachers shouldcarefully supervise the clinical practice rotations, as well as the lifestyle of the student.
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Standard 5-3-3
The school of pharmacy should conduct clinical practice rotations in facilities
possessing appropriate teaching pharmacists and appropriate equipment in conformity
with the Model Core Curriculum for clinical practice rotations.
Guideline 5-3-3-1
Clinical practice rotations should be conducted under the direction of an appropriate
teaching pharmacist.
Guideline 5-3-3-2
Clinical practice rotations should be conducted in facilities possessing appropriate
equipment.
Standard 5-3-4
Clinical practice rotations must be conducted in accordance with the learning
objectives and learning strategies of the Model Core Curriculum for clinical practicerotations.
Guideline 5-3-4-1
The learning objectives for the clinical practice rotations must be set in accordancewith the learning objectives of the Model Core Curriculum for clinical practicerotations.
Guideline 5-3-4-2
Learning strategies for clinical practice rotations, such as learning methods, terms,
facilities, and so on, must be set in accordance with the learning strategies of the Model
Core Curriculum for clinical practice rotations.
Guideline 5-3-4-3
The time periods for hospital and community pharmacy rotations as a general rule
must not be shorter than the standard of eleven (11) weeks.
Standard 5-3-5
Clinical practice rotations must be conducted under appropriate cooperation between
the school of pharmacy and the hospital/community pharmacy.
Guideline 5-3-5-1
Appropriate cooperation, such as prior meetings, supervisor visits, and so on, must
be incorporated as part of clinical practice rotations.
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Guideline 5-3-5-2
The school of pharmacy must discuss with the hospital/community pharmacy
instructions about supervision that are in compliance with the laws, ordinances and dutyof confidentiality prior to clinical practice rotations. Student achievement status mustalso be appropriately confirmed.
Standard 5-3-6
Evaluations of the clinical practice rotations must be properly conducted incooperation between the school of pharmacy and the hospital/community pharmacies.
Guideline 5-3-6-1
The school of pharmacy must set and disclose evaluation standards with both thestudents and teaching pharmacists prior to clinical practice rotations. Evaluations must
properly evaluate the performance of a student in cooperation with a teaching
pharmacist.
Guideline 5-3-6-2
Feedback evaluations pertaining to clinical practice content, clinical practicesituations and the performance levels of students must be conducted on the student,
teaching pharmacist, and teachers during an appropriate training period.
Guideline 5-3-6-3
A hearing about clinical practice situations, including objectives/strategies, andstudent achievements must be conducted on the student, teaching pharmacists, andteachers after appropriate clinical practice situations.
Guideline 5-3-6-4
Student competency in clinical skills would be better to be evaluated based on an
appropriate index.

6. Education for Nurturing Problem Solving Ability
6-1 Graduation ResearchStandard 6-1-1
In order to acquire the ability to challenge new discoveries through research themes
and solve problems based on scientific methodology, students must conduct graduation
research and compose a graduation thesis.
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Guideline 6-1-1-1
Graduation research must be required credits, and effective times and enforcement
periods must be appropriately set.
Guideline6-1-1-2 & 6-1-1-3
Each student must compose a graduation thesis. Graduation theses must include,considerations regarding results of research and medical care.
Guideline 6-1-1-4 & 6-1-1-5
The school of pharmacy must conduct formal presentations of graduation theses.
The ability of each student must be evaluated both fairly and rigorously.
6-2 Problem-finding and solving Approach to LearningStandard 6-2-1
Education for nurturing the ability for identifying and solving problems must be
carried out systematically and effectively.
Guideline 6-2-1-1
Education for nurturing the ability for identifying and solving problem must be
carried out systematically and written in the syllabus.
Guideline 6-2-1-2
Learning methods, such as type of participation, group learning, and self-learning,must be carried out effectively so as to nurture an ability for identifying and solving
problems.
Guideline 6-2-1-3
The school of pharmacy must set an index to evaluate the competency of students in
education related to nurturing the ability for identifying and solving problems and must
appropriately judge student competency based on that index.
Guideline 6-2-1-4
The amount of class credits for education in nurturing the ability for identifying andsolving problems should be set at over 10% of total credits required for graduation.

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Students
7. Admission Policy and System for AcceptanceStandard 7-1
Admission policy must be set based on the institution’s mission and goals, and must
be announced publicly.
Guideline 7-1-1 & 7-1-2
The admission policy must be set based on the institution’s mission and goals under
the direction of a responsible organization.
Guideline 7-1-3
The admission policy must be announced through institution homepages andinformation about the entrance examination must be known to applicants formatriculation.
Standard 7-2
The aptitude and ability of an applicant for matriculation must be evaluatedprecisely and objectively.
Guideline 7-2-1
The evaluation of and decision for acceptance of an applicant for matriculation must
be made under the direction of a responsible organization.
Guideline 7-2-2
The basic scholastic ability required after matriculation to the school must be
evaluated precisely.
Guideline 7-2-3
It would be better to evaluate applicants as prospective health care providers.
Standard 7-3
The number of matriculants must not be strikingly different from the set student
quota.
Guideline 7-3-1
The mean number of matriculants for the 6-year program must not strikingly exceed
the set student quota.

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Guideline 7-3-2
The mean number of matriculants for the 6-year program must not be strikingly
lower than the set student quota.

8. Grading / Promotion / Graduation
8-1 GradingStandard 8-1
The scores in each class must be evaluated impartially and rigorously.
Guideline 8-1-1
A methods and standards of scholastic evaluation must be set in each class andshould also be known to the student.
Guideline 8-1-2
Scores in each class must be evaluated according to the methods and standards ofeach class.
Guideline 8-1-3
Scores in each class must be announced to the student along with any necessary
related information.
8-2 Promotion
Standard 8-2-1
A judgment for promotion to the next year must be carried out impartially andstrictly.
Guideline 8-2-1-1
Promotion standards and rules for the same class as applied to the remaining years
must be established and known to the students.
Guideline 8-2-1-2
Judgments for promotion must be carried out impartially and strictly under the termsof the promotion standards.
Guideline 8-2-1-3
Educational considerations must be appropriately accomplished for students who are
to remain in the same class for the next academic year.

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Guideline 8-2-1-4
It would be better to set limitations for enrolling in subsequent academic year classes
for those students who are to remain in the same class during the subsequent academic
year.
Standard 8-2-2
The number and situations of students who are repeating the same year, who are
granted temporary absences from the school, or withdraw from the school, must be
carefully analyzed and appropriate countermeasures must be carried out.
Guideline 8-2-2-1
The number and situations of students who are repeating the same year, who are
granted temporary absences from the school, or withdraw from the school, must be
carefully analyzed each year and sufficiently appropriate countermeasures must be
carried out.
8-3 Graduation
Standard 8-3-1
The diploma policy must be set based on the institution’s mission and goals andannounced to the public.
Guideline 8-3-1-1 &8-3-1-2
The diploma policy must be set based on the institution’s mission and goals under
the direction of a responsible organization.
Guideline 8-3-1-3
The diploma policy must be announced to all students and staff.
Guideline 8-3-1-4
The diploma policy must be announced through institution homepages.
Standard 8-3-2
Judgments for graduation must be conducted impartially and stringently.
Guideline 8-3-2-1
Standards for graduation must be adequately set and must be disseminated to thestudents.

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Guideline 8-3-2-2
Judgments for graduation must be conducted impartially and rigorously under theguidelines of the graduation standards.
Guideline 8-3-2-3Educational considerations must be appropriately met for students who cannot meetthe standards for graduation.
Standard 8-3-3
The school of pharmacy should set an index to evaluate the competency of a student
as a healthcare provider and evaluate the student based on the created index.
Guideline 8-3-3-1
The school of pharmacy should set an index to evaluate the competency of a student
as a healthcare provider.
Guideline 8-3-3-2
It would be better to evaluate the competency of each student based on appropriate
indices.

9. Student Services
9-1 Study Support System
Standard 9-1-1
The school of pharmacy must create a system of study instruction so that the student
can obtain maximum achievement for the duration of their time at school.
Guideline 9-1-1-1
The school of pharmacy must create a guidance system for new students to obtainan overview of the pharmacy program.
Guideline 9-1-1-2
The school of pharmacy must create a system of study instruction that enables newstudents to easily learn about pre-pharmacy education appropriate to the background ofeach student.
Guideline 9-1-1-3
The school of pharmacy must should create an adequate guidance system for the
students.
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Guideline 9-1-1-4
The school of pharmacy must create an adequate system of study instruction
necessary for students to learn about pharmacy education according to the learning
progress of each student.
Standard 9-1-2
The school of pharmacy must create a financial support system for the student sothat a student can better concentrate on their learning objectives.
Guideline 9-1-2-1
The school of pharmacy must maintain a financial support information desk forstudents offering advice on things such as scholarships, and so on.
Guideline 9-1-2-2
It would be better for the school of pharmacy to have their own scholarships.
Standard 9-1-3
The school of pharmacy must create a system of healthcare support for students sothat students are able to concentrate on learning.
Guideline 9-1-3-1
The school of pharmacy must have a student counselor's office to tend to student
health and mental care needs, as well as a well-managed student life.
Guideline 9-1-3-2
The school of pharmacy must carry out regular medical examinations for health careneeds and appropriately instruct students.
Standard 9-1-4
The school of pharmacy must create a system for the prevention of harassment ofstudents.
Guideline 9-1-4-1
The school of pharmacy must establish rules concerning the prevention ofharassment.
Guideline 9-1-4-2
The school of pharmacy must create a committee and maintain an information deskfor the prevention of harassment.
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Guideline 9-1-4-3
The school of pharmacy must provide information about approaches for theprevention of harassment.
Standard 9-1-5
The school of pharmacy should make efforts to provide opportunities for
examinations for physically impaired individuals, and should make efforts in preparing
support systems in terms of facilities, learning opportunities, and the general life of aphysically impaired student.
Guideline 9-1-5-1
The school of pharmacy should make efforts to provide opportunities for
examination purposes for physically impaired students.
Guideline 9-1-5-2
The school of pharmacy should make efforts to prepare support systems in terms offacilities, learning opportunities, and the general life of physically impaired students.
Standard 9-1-6
The school of pharmacy must create a support system for students to make decisions
pertaining to job choices.
Guideline 9-1-6-1
The school of pharmacy must create a support group and/or a committee pertaining
to student job choices.
Guideline 9-1-6-2
The school of pharmacy should make efforts to provide support systems, such as
employment seeking seminars, in order for a student to make adequate job choices.
Standard 9-1-7
The school of pharmacy must create a system that reflects student opinions on
education and student life.
Guideline 9-1-7-1
The school of pharmacy must create a support group and/or a committee to collect
student opinions on education and student life.

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Guideline 9-1-7-2
The school of pharmacy must take action that adequately reflects students’ opinions
on education and student life.
9-2 Consideration to Security and Relief
Standard 9-2-1
The school of pharmacy must create a system that supports a student’s ability toconcentrate on learning in an easy and safe manner.
Guideline 9-2-1-1
The school of pharmacy must create a system concerning adequate safety educationthat is necessary to conduct experiments, training and graduation research work.
Guideline 9-2-1-2
The school of pharmacy must provide information about various insurances (such asaccident insurance, damage insurance compensation, and so on) to students and guidethem in the process for taking out insurance policies.
Guideline 9-2-1-3
The school of pharmacy must create manuals for accident outbreaks and preventionof damages; such information must be provided to both students and staff throughclasses.

10. Teacher Organization/Staff Organization
10-1 The Teacher Organization and Faculty Development
Standards 10-1-1
The school of pharmacy must have teachers who can achieve education and researchin accordance with institution mission and goals.
Guideline 10-1-1-1
The number of teachers must exceed the number determined and set by theStandards for Establishment of Universities.
Guideline 10-1-1-2
In order to continually improve education, the school of pharmacy should makeefforts to maintain the number of teachers at a number that exceeds the number- 20 -

determined and set by the Standards for Establishment of Universities. It would bedesirable for the number of students to be less than ten students per teacher.
Guideline 10-1-1-3
The school of pharmacy must maintain an appropriate ratio of numbers of professors,
associate professors, and lecturers.
Standard 10-1-2
The school of pharmacy must have teachers who correspond to either a person ofsuperior results in education and research or a person having superior knowledge,
experience in advanced techniques, skills in a specialized field, and the person must also
have educational abilities and considerable insight into their own specialized field.
Guideline 10-1-2-1
The school of pharmacy must have teachers who have superior results in education
and research in a specialized field.
Guideline 10-1-2-2
The school of pharmacy must have teachers who have superior knowledge,
experience with advanced techniques, and skills in a specialized field.
Guideline 10-1-2-3
The teachers must have educational abilities and considerable insights into their own
specialized field.
Standard 10-1-3
In the curriculum, the teachers must be assigned to appropriate classes and thenumber of classes of each teacher should be made equal.
Guideline 10-1-3-1
Full-time professors or associate professors must take charge of the main classes inpharmacy education.
Guideline 10-1-3-2
The age range of full-time teachers must not be markedly unevenly distributed.
Standard 10-1-4
The adoptions and promotions of teachers must be carried out in an appropriatemanner.
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Guideline 10-1-4-1
The school of pharmacy must have appropriate regulations pertaining to theadoption and promotion of teachers.
Guideline 10-1-4-2
The selection of teachers must be carried out based not only on researchachievements, but also on educational performance.
10-2 Education/Research Activities
Standard 10-2-1
The activities of education and research must be carried out in accordance with the
purposes of the school of pharmacy.
Guideline 10-2-1-1
Teachers must maintain and improve their own abilities in education and research.
Guideline 10-2-1-2
Teachers should perform research activities in order to achieve the set educational
goals.
Guideline 10-2-1-3
The achievements of each teacher in education and research must be evaluated anddisclosed every 5 years.
Guideline 10-2-1-4
The school of pharmacy should institute a system such that teachers who haveexclusive duties as a pharmacist can engage in continuing education pertaining to new
medical care in order to maintain one’s own ability as a pharmacist.
Standard 10-2-2
In order to achieve the purposes of education and research, the school of pharmacy
must maintain research environments necessary to perform research activities.
Guideline 10-2-2-1
The school of pharmacy must appropriately maintain adequate research laboratories.
Guideline 10-2-2-2
The school of pharmacy must appropriately distribute all research funds.

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Guideline 10-2-2-3
The number of class hours that a teacher is in charge of should be within an
appropriate range in order to maintain adequate research time.
Guideline 10-2-2-4
The school of pharmacy would be better to create a system for teachers to obtainoutside funds.
Standard 10-2-3
In order to improve the educational and research abilities of each teacher, the schoolof pharmacy must carry out appropriate organized actions and faculty development.
Guideline 10-2-3-1
The school of pharmacy must create organizations and systems to improve theeducational and research abilities of each teacher.
Guideline 10-2-3-2
The school of pharmacy must carry out organized actions to improve theeducational and research abilities of each teacher.
Guideline 10-2-3-3
Teachers should try to improve their own classes through class evaluationquestionnaires.
10-3 The Staff Organization and Staff Development
Standard 10-3-1
The school of pharmacy must have appropriate staff to support and to enforce its
education and research activities.
Guideline 10-3-1-1
The school of pharmacy must have appropriate staff to maintain ability, and support
achievement in education and research.
Guideline 10-3-1-2
The school of pharmacy would be improved by having an appropriate number ofassistants necessary to support achievement education and research.
Guideline 10-3-1-3
It would be better to nurture cooperation between teachers and staff in order toimprove the respective abilities of each.
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Institutions / Facilities
11. Institutions / Facilities
11-1 Facilities in the University
Standard 11-1
The school of pharmacy must maintain an educational environment necessary toachieve the purpose of its educational goals.
Guideline 11-1-1
The scale and number of classrooms should be appropriate from the point of view ofeffectiveness.

In addition, it would be better to have classrooms available for active

learning tasks such as small group discussions.
Guideline 11-1-2
The scale of and facilities for training and support (training rooms for experiments,
information processing practice rooms, animal experiment facilities, RI education
research facilities, medical botanical gardens, etc.) required in order to function must beat an appropriate level.
Guideline 11-1-3
In order to carry out the pre-clinical training according to the Model Core
Curriculum, facilities (simulation drugstore, mock sickroom, etc.) must be appropriately
available.
Guideline 11-1-4
The facilities for graduation studies must be appropriate.
Standard 11-2
In order to achieve the purpose of education and research, the school of pharmacy
must maintain an appropriate library, reading rooms, self-study rooms, and must havebooks and journals necessary for education and research.
Guideline 11-2-1
The school of pharmacy must have an appropriate library, reading rooms, and study
halls.
Guideline 11-2-2
The school of pharmacy must have books and journals, including electronic
journals, necessary for appropriate education and research.

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Guideline 11-2-3
It would be better to have appropriate self-study rooms available.
Guideline 11-2-4
It would be better to set appropriate opening times for reading and self-study rooms.

Collaborative Relationships
12. Collaborative Relationships with SocietyStandard 12-1
The school of pharmacy should contribute to the development of medical care andpharmacy, as well as to the improvement of the ability of pharmacists through activities
of education and research.
Guideline 12-1-1
The school of pharmacy should contribute to the development of medical care andpharmacy in cooperation with medical communities and industries.
Guideline 12-1-2
The school of pharmacy should contribute to the development of medical care andpharmacy in cooperation with administrative bodies and affiliates, including apharmaceutical association, a society of hospital pharmacists, and a medical association.
Guideline 12-1-3
The school of pharmacy should provide lifelong learning programs in order toimprove the ability of pharmacists.
Guideline 12-1-4&12-1-5
The school of pharmacy should take strong action on maintaining and improving
areas of public hygiene.
Standard 12-2
The school of pharmacy should maintain and conduct activities of international
exchange of medical care and pharmacy, through education and research.
Guideline 12-2-1
The school of pharmacy should distribute information worldwide through institution
homepages, international journals, and so on.

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Guideline 12-2-2
It would be better for the school of pharmacy to pursue benefit by engaging inrobust international exchanges, through bilateral agreements and exchange programs
between universities.
Guideline 12-2-3
It would be better for the school of pharmacy to pursue benefit by creating a systemthat engages in the acceptance of foreign students and/or overseas training for staff andstudents.

Check & Evaluation
13. Self-check / Self-evaluation
Standard 13-1
The school of pharmacy must self-evaluate its own activities, including education
and research, according to appropriate self-guidelines, and the results must be madepublic.
Guideline 13-1-1
The school of pharmacy must create a self-evaluation committee within the school.
Guideline 13-1-2
It would be better for the self-evaluation committee to benefit by the inclusion ofoutside members.
Guideline 13-1-3
The school of pharmacy must create appropriate self-guidelines on self-evaluations.
Guideline 13-1-4
The school of pharmacy must self-evaluate its own activities, including education
and research according to the created self-guidelines.
Guideline 13-1-5
The results of self-evaluations must be made public through institution homepages,
and so on.
Standard 13-2
The results of self-evaluations must be utilized for the improvement of activities of
education and research.
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Guideline 13-2-1
The school of pharmacy must create a self-improvement committee to utilize theresults of the self-evaluations for improving education and research.
Guideline 13-2-2
The results of the self-evaluations must be utilized for the improvement of activities
of education and research.

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