Current Topics: Review
Evolution of Pharmacy Education and Pharmacist Competency Development in Japan in Response to Changing Healthcare Demands
2026 年 49 巻 8 号 p. 1226-1231
詳細
2026 年 49 巻 8 号 p. 1226-1231
This article reviews the historical development and current challenges of pharmacy education in Japan, focusing on structural reform and the shift toward competency-based education. The 1992 revision of the Medical Care Act and the 1993 sorivudine incident heightened awareness of medication safety and accelerated expansion of pharmacists’ clinical responsibilities, prompting educational reform. In 2006, a six-year pharmacy education program (6-YP) was introduced as the primary pathway to pharmacist licensure, while a four-year program (4-YP) was retained for research-oriented training. The Model Core Curriculum (MCC) standardized pharmacy education nationwide. The 2013 revision defined ten graduation-level competencies, reflecting an outcome-based framework. The 2022 MCC further reconceptualized competencies as capabilities that develop longitudinally across the professional lifespan and strengthened alignment with medical and dental education, public health perspectives, research literacy, and digital competencies. Pharmacist licensure in Japan is granted for life, and continuing education is not legally mandated. Although multiple voluntary certification systems promote advanced practice, variability among programs has raised concerns regarding transparency and standardization. Establishing a nationally coordinated continuing professional development framework and promoting lifelong competency development remain key priorities in response to technological innovation and evolving healthcare needs.
This article reviews the historical development and contemporary challenges of pharmacy education in Japan, focusing on structural reforms and competency-based transformation. The second revision of the Medical Care Act in 1992 prompted policy discussions on the development of systems for training healthcare professionals in anticipation of a rapidly aging society.1) During this period, the Sorivudine incident in 1993 became a critical event that accelerated the advancement of the separation of prescribing and dispensing functions in Japan.1,2) The incident involved fatal drug interactions between the antiviral drug sorivudine and fluorouracil-based anticancer agents, which raised serious concerns about medication safety and the need for stronger pharmacist involvement in pharmacotherapy management. Following these developments, reforms in healthcare professional education progressed, and in 2000 the Collaborative Council for Investigative Research on the Future of Medical and Dental Education was established.1)
In the field of pharmacy, the potential introduction of a six-year pharmacy education program (6-YP) was first reported in 1994.1) Subsequently, in 1996, the Ministry of Education, Culture, Sports, Science and Technology established the Collaborative Council of Investigators on Research into the Improvement of Pharmacy Education, which published a report outlining strategies for improving pharmacy education.1) In the same year, the Roundtable on Issues in Pharmacist Training was established, consisting of representatives from the Japan Pharmaceutical Association, the Japanese Society of Hospital Pharmacists, the Association of Private Pharmaceutical Universities, the Council of Deans of Faculties of Pharmacy at National and Public Universities, the Ministry of Education, Culture, Sports, Science and Technology, and the Ministry of Health, Labour and Welfare.1)
The introduction of the 6-YP can also be interpreted as Japan’s structural response to a global shift toward competency-based health professional education, in which clearly defined professional outcomes and accountability to patient safety became central educational principles.
A major milestone in this reform process was the legal amendment in 2004, followed by the nationwide implementation of a 6-YP in 2006, aimed at cultivating pharmacists with advanced clinical competencies, while a four-year program (4-YP) was retained to support research-oriented education. These programs are hereafter referred to as the 4-YP and the 6-YP, respectively.3,4) When Japan introduced the 6-YP, supplementary policy provisions were adopted to support its implementation. These provisions emphasized: (1) strengthening clinical pharmacy education through enhanced collaboration with healthcare institutions and administrative bodies, improvement of university supervision systems, and securing sufficient training sites and qualified preceptors for long-term practical placements, including consideration of a common achievement examination (Computer-Based Testing (CBT) and Objective Structured Clinical Examination (OSCE)); (2) providing clear information to prospective students regarding the differences between 4-YP and 6-YP and ensuring flexible academic pathways to avoid confusion and support diverse student progression; (3) establishing third-party evaluation systems to maintain and enhance educational quality, ensuring that graduates acquire the knowledge, skills, professional ethics, and sense of responsibility required of pharmacists, which led to the establishment of the Japan Accreditation Board for Pharmaceutical Education; (4) expanding lifelong learning opportunities for licensed pharmacists in response to advances in medical technology; (5) mitigating increased financial burdens associated with program extension through financial support and scholarship enhancement; and (6) strengthening pharmaceutical sciences to foster internationally competitive research and development in drug discovery and related fields. Accordingly, the 6-YP was implemented within this comprehensive policy and regulatory framework.
Figure 1 illustrates the framework of Japanese pharmacy education adapted from a previously published report.5) Before this reform, pharmacy education in Japan did not have a unified national curriculum framework. The restructuring process initiated in 2002 resulted in the establishment of a nationally defined curriculum framework based on process-oriented educational principles. Under the revised system, the 6-YP was positioned as the primary pathway for training licensed pharmacists, whereas the 4-YP was maintained as a pathway for the education of pharmaceutical scientists and researchers.
MCC: Model Core Curriculum. 2013MCC: Model Core Curriculum (2013 version). 2022MCC: Model Core Curriculum (2022 version). Reproduced from Mamiya KT, Reforming Pharmacy Education in Japan: Insights from the 2022MCC in a Global Context, J Pharm Policy Pract, 2026, CC BY 4.0.
The introduction of the Model Core Curriculum (MCC) for the 6-YP contributed to nationwide standardization of pharmacy education; however, several challenges were subsequently identified. In particular, the large content volume and detailed structure of the MCC limited universities’ flexibility to incorporate institution-specific educational content. In response, the MCC was revised in 2013, resulting in an approximate 25% reduction in content volume.5–7)
The 2013 revision also defined competencies expected of pharmacists at graduation as learning outcomes. The 2013 MCC articulated ten core competency domains expected at graduation, reflecting an early attempt to operationalize professional standards within an outcome-based framework. While maintaining process-based elements such as general instructional objectives and specific behavioral objectives, the revised MCC incorporated outcome-based educational concepts, representing a transitional stage in curriculum design. Professional competencies for pharmacists were defined as graduation-level learning outcomes, including: 1. Professionalism, 2. Patient-oriented attitude, 3. Communication skills, 4. Inter-professional team-care, 5. Basic sciences, 6. Medication therapy management, 7. Community health and medical care, 8. Research, 9. Lifelong learning, 10. Education and teaching.
In recent years, advances in big data and artificial intelligence, together with increased emphasis on community-based public health, have influenced the healthcare environment. To address these changes, the curricula for medicine, dentistry, and pharmacy were first revised and partially standardized in 2022.8) The resulting framework, referred to as the 2022 Model Core Curriculum (2022 MCC), integrates outcome-based and competency-based educational approaches and emphasizes the longitudinal development of professional competencies. Professional competencies for pharmacists were defined as developing over a lifetime, including: 1. Professionalism, 2. Generalism, 3. Lifelong learning, 4. Research, 5. Problem-solving, 6. Information Technology, 7. Pharmacotherapy Management, 8. Communication, 9. Interprofessional Collaboration, 10. Medicine in Society.
A key distinction between the 2013 MCC and the 2022 MCC lies in their underlying conceptualization of professional competencies. The 2013 MCC primarily defined competencies as learning outcomes expected at the point of graduation, reflecting an outcome-based educational framework focused on ensuring minimum standards for entry into professional practice. In contrast, the 2022 MCC reconceptualizes competencies as capabilities that develop longitudinally across the professional lifespan. Rather than presenting competencies as static endpoints, the revised framework adopts a more integrated competency architecture that emphasizes progressive development, adaptability, and alignment with evolving societal and healthcare needs. This shift represents a transition from a relatively static, graduation-oriented model toward a dynamic, life-course–oriented perspective on professional formation.
2.2. Key Educational Concepts Underpinning the 2022 MCC Framework8)The revised framework places greater emphasis on the broader societal functions of pharmacists, including contributions to disease prevention, optimization of pharmacotherapy based on individual patient characteristics, and support for public health initiatives, rather than focusing solely on institution-specific technical practices. Clinical pharmacy perspectives are incorporated from the early stages of undergraduate education and are reinforced through structured collaboration between academic institutions and clinical practice environments.
In addition, the revision highlights the importance of fostering professionals capable of scientific inquiry and evidence generation. The curriculum therefore promotes the development of competencies related to critical evaluation of scientific data, research literacy, and problem-solving skills required for addressing emerging healthcare challenges.
Furthermore, alignment with the 2022 model core curricula for medical and dental education was partially achieved to facilitate interprofessional education and collaborative practice. This harmonization is expected to strengthen team-based healthcare delivery and improve continuity of patient-centered care across healthcare settings. The overall concept and evolution of pharmacy education in Japan are illustrated in Fig. 1.5)
Japanese pharmacy education continues to evolve in response to demographic changes, technological advancements, and shifts in healthcare policy and regulatory environments. Figure 2 shows the overall framework of the current pharmacy education system in Japan.
Under the current system, pharmacist qualification in Japan requires completion of a 6-YP, followed by passing the national pharmacist examination administered by the government. The 6-YP serves as the sole pre-licensure educational pathway (Fig. 2). This system places strong emphasis on pre-licensure education and standardized national evaluation, whereas post-licensure education is not formally institutionalized and largely depends on individual professional initiative.
A characteristic feature of the Japanese pharmacist licensure system is that licensure is granted for life and is not subject to periodic renewal. Once licensed, pharmacists are legally permitted to practice without mandatory requirements for license renewal, revalidation, or continuing education imposed by regulatory authorities. In contrast, license renewal systems exist in several developed countries, including the United Kingdom, the United States, Canada, and Australia, where periodic renewal is generally linked to continuing professional development (CPD) or continuing education requirements.9–13)
Despite the absence of a statutory license renewal system, Japan has developed multiple voluntary certification and specialist credentialing systems led by academic societies and professional organizations (e.g., specialty certification systems provided by the Japanese Society of Hospital Pharmacists and lifelong learning-based certification frameworks such as Japan Pharmacists Lifelong Learning Support System (JPALS) supported by the Japan Pharmaceutical Association).14–16) These programs aim to promote advanced competencies in specific practice areas, such as oncology pharmacy, home care pharmacy, and clinical pharmacology. Certification typically requires completion of structured training, accumulation of practical experience, and formal assessment. Most certifications are granted for a limited period and require renewal based on continuing education, professional practice records, or competency assessment.14–16)
As a result, CPD for pharmacists in Japan is not mandated by regulation but relies primarily on professional organizations and individual self-directed learning.
In recent years, concerns have been raised regarding the increasing number of certification and specialist credentialing programs in Japan17) (Table 1). The proliferation of independently developed certification systems, each with different criteria, scope, and renewal requirements, has resulted in variability in standards and has made it difficult to clearly define the relative position and significance of individual credentials. Such fragmentation may reduce transparency for pharmacists, employers, and the public and may create challenges in maintaining consistency and quality across certification systems.
| Organization | Credential title | Practice experience | Renewal | Written exam | Paper/case report* |
|---|---|---|---|---|---|
| Council on Pharmaceutical Education | Certified Practical Training Instructor Pharmacist | ≥5 years | 6 years | — | — |
| Japan Pharmacists Education Center (and related organizations) | Certified Training Pharmacist | — | 3 years | — | — |
| Certified Kampo and Crude Drug Pharmacist | — | 3 years | Yes | — | |
| Certified Pediatric Pharmacotherapy Pharmacist | — | 3 years | Yes | — | |
| Japanese Society of Hospital Pharmacists | Certified Oncology Pharmacotherapy Pharmacist | ≥3 years | 5 years | Yes | Yes |
| Specialist Oncology Pharmacotherapy Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Certified Infection Control Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Specialist Infection Control Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Certified Psychiatric Pharmacotherapy Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Specialist Psychiatric Pharmacotherapy Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Certified Pharmacotherapy in Pregnancy and Lactation Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Specialist Pharmacotherapy in Pregnancy and Lactation Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Certified HIV Pharmacotherapy Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Specialist HIV Pharmacotherapy Pharmacist | ≥3 years | 5 years | Yes | Yes | |
| Certified Hospital Pharmacy Pharmacist | — | 6 years | Yes | — | |
| Japanese Society of Pharmaceutical Health Care and Sciences | Specialist Pharmacotherapy Pharmacist | ≥5 years | 5 years | Yes | Yes |
| Specialist Oncology Pharmacist | ≥5 years | 5 years | Yes | Yes | |
| Specialist Pharmacotherapy Pharmacist | ≥5 years | 5 years | Yes | Yes | |
| Specialist Community Pharmaceutical Care Pharmacist | ≥5 years | 5 years | Yes | Yes | |
| Japanese Society of Clinical Oncology Pharmacy | Certified Ambulatory Cancer Chemotherapy Pharmacist | ≥3 years | 3 years | Yes | Yes |
| Specialist Ambulatory Cancer Chemotherapy Pharmacist | ≥5 years | 3 years | Yes | Yes | |
| Japanese Society for Palliative Pharmaceutical Care and Sciences | Certified Palliative Pharmacotherapy Pharmacist | ≥5 years | 5 years | Yes | Yes |
| Specialist Palliative Care Pharmacist | ≥10 years | 5 years | — | Yes | |
| Certified Narcotics Education Pharmacist | — | 5 years | Yes | — | |
| Japanese Society of Chemotherapy | Certified Outpatient Antimicrobial Pharmacist | ≥3 years | 5 years | Yes | Yes |
| Certified Antimicrobial Chemotherapy Pharmacist | ≥5 years | 5 years | Yes | Yes | |
| Japan Society for Tuberculosis and Non-Tuberculous Mycobacteriosis | Mycobacterial Disease Expert | ≥3 years | 5 years | — | — |
| Japanese Society of Nephrology Pharmacotherapy | Certified Renal Pharmacotherapy Pharmacist | ≥5 years | 5 years | Yes | Yes |
| Specialist Renal Pharmacotherapy Pharmacist | ≥8 years | 5 years | Yes | Yes | |
| Japanese Society of Nephrology | Certified Kidney Disease Educator | ≥2 years | 5 years | Yes | Yes |
| Japan Primary Care Association | Certified Primary Care Pharmacist | — | 3 years | Yes | — |
| Japan Society of Women’s Health | Specialist Women’s Healthcare Pharmacist | — | 5 years | Yes | Yes |
| Community Pharmacy-related Programs (Japan) | Certified Dementia Care Training Pharmacist | ≥3 years | 3 years | Yes | Yes |
| Japanese Society of Home Care Pharmacy | Certified Home Care Support Pharmacist | ≥3 years | 3 years | Yes | Yes |
| Japanese Society of Pressure Ulcers | Certified Pressure Ulcer Specialist | ≥4 years | 5 years | — | Yes |
| Certified Home Pressure Ulcer Prevention and Management Specialist | ≥2 years | 5 years | — | Yes | |
| Japanese Society of Geriatric Pharmacy | Certified Geriatric Pharmacy Pharmacist | ≥3 years | 5 years | Yes | Yes |
| Japanese Society for Clinical Nutrition and Metabolism | Nutrition Support Team Specialist Therapist | ≥3 years | 5 years | Yes | — |
| Japanese Society of Drug Informatics | Certified Drug Information Pharmacist | ≥3 years | 5 years | Yes | — |
| Specialist Drug Information Pharmacist | ≥5 years | 5 years | Yes | Yes | |
| Japan Association for Medical Informatics | Certified Healthcare Information Technologist | — | 5 years | Yes | — |
| Japanese Association for Disaster Medicine | Certified Disaster Medicine Pharmacist | — | 5 years | — | Yes |
| Japanese Society of Clinical Pharmacology and Therapeutics | Certified Clinical Pharmacology Pharmacist | ≥5 years | 5 years | Yes | Yes |
| Japanese Society of Drug Safety | Specialist Drug Safety Pharmacist | ≥5 years | 5 years | Yes | Yes |
| Japan Rheumatism Foundation | Registered Rheumatology Pharmacist | ≥3 years | 5 years | — | Yes |
| Japan Osteoporosis Society | Osteoporosis Manager | — | 5 years | Yes | Yes |
| Japan Society of Diabetes and Pharmaceutical Care | Certified Diabetes Pharmacotherapy Pharmacist | — | 5 years | Yes | Yes |
| Japan Certification Board for Diabetes Educators | Certified Diabetes Educator of Japan | ≥2 years | 5 years | Yes | Yes |
| Japanese Circulation Society | Certified Heart Failure Educator | — | 5 years | Yes | Yes |
| Japanese Society of Hypertension (and related organizations) | Certified Cardiovascular Disease Prevention Educator | ≥3 years | 5 years | Yes | Yes |
| Japan Anti-Doping Agency (and related organizations) | Accredited Sports Pharmacist | — | 4 years | Yes | — |
| Japan Clinical Nutrition Association | NR/Supplement Advisor | — | 5 years | Yes | — |
| Japanese Society of Toxicology | Certified Clinical Toxicologist | ≥3 years | 5 years | Yes | Yes |
| Japan Society of Medication Support Research | Certified Simple Suspension Method Pharmacist | — | 5 years | Yes | Yes |
| Certified Instructor Pharmacist for Simple Suspension Method | ≥5 years | 5 years | — | Yes |
Therefore, a structured and nationally coordinated CPD framework for pharmacists in Japan needs to be established and continuously advanced to ensure that pharmacists can maintain and further develop their competencies throughout their professional careers.
Advances in science and technology are expected to substantially transform the roles of pharmacists. In particular, Japanese pharmacists, whose practice has traditionally been centered on dispensing, will need to reconsider how they engage in healthcare delivery in an era in which dispensing robots and artificial intelligence–based automation of medication documentation become widespread.
Toward 2030, further revision of the MCC for undergraduate pharmacy education is anticipated. At that time, it will be essential to incorporate into the revised MCC educational approaches that enable pharmacists to apply pharmaceutical knowledge to address challenges arising from advances in healthcare, as well as expanded professional roles aimed at maintaining and improving population health, including not only patients but also the general public.
As healthcare professionals, it will become increasingly important to continuously monitor global trends and societal changes and to rapidly translate these developments into educational reform for the next generation. Sustained collaboration among educational institutions, professional bodies, and policymakers will be essential to achieve this goal.
Figure 1 was reproduced from Ref. 5) under the CC BY 4.0 license. Table 1 was adapted from Ref. 17) with permission from Jiho, Inc.
The author declares no conflict of interest.
