PBL+CBL+EBP整合教学方法在临床药物治疗学中的应用结果  

Application Results of PBL+CBL+EBP Integrated Teaching Method in Clinical Pharmacotherapeutics

作　　者：王茜[1] 冯朴琼 卢珊珊[1] 柳汝明[1] 张峻[1] WANG Xi;FENG Puqiong;LU Shanshan;LIU Ruming;ZHANG Jun(Department of Clinical Pharmacy,the First Affiliated Hospital of Kunming Medical University,Kunming Yunnan 650032,China)

机构地区：[1]昆明医科大学第一附属医院临床药学科,云南昆明650032

出　　处：《中国继续医学教育》2023年第13期51-54,共4页China Continuing Medical Education

基　　金：昆明医科大学2020年校级教研教改立项课题(2020-JY-Y-082);云南省卫生健康委员会医学后备人才培养专项经费资助项目(H-2018077);云南省卫生健康委员会医学后备人才培养专项经费资助项目(H-2018081);云南省卫生健康委员会医学后备人才培养专项经费资助项目(H-2018080);云南省科技厅-昆明医科大学应用基础联合专项[2019FE001(-200)]。

摘　　要：目的探讨以问题为基础的教学法(problem-based learning,PBL)+案例式教学法(case-basedlearning,CBL)+循证药学教学方法(evidence-based pharmacy,EBP)的整合模式在临床药学治疗专业教学中的可行性和有效性。方法选取2020年3月—2021年10月在昆明医科大学就读的2016和2017级临床药学专业学生139名作为研究对象,随机分为四组。试验组35名,对照组1共34名,对照组2共35名,对照组3共35名。试验组的理论课、实践课及实习阶段分别采用PBL、CBL、EBP教学法,对照组1在理论课采用PBL教学法,对照组2在实践课采用CBL教学法,对照组3在实习阶段采用EBP教学法,对照组其他阶段均采用传统教学法。采用理论测试、实践测试以及问卷调查评价4组学生的学习效果。结果试验组的理论测试成绩高于对照组2和对照组3,差异有统计学意义(P<0.05)。多数学生认为PBL教学法、CBL教学法、EBP教学法对学习药学有促进作用。结论PBL+CBL+EBP整合教学法在临床药学治疗学的不同阶段对增强学生临床能力、打下科研基础有一定的促进作用,有助于培养高质量的临床药师。Objective To investigate the feasibility and effectiveness of the integration of problem-based learning(PBL)+case-based learning(CBL)+evidence-based pharmacy(EBP)in teaching of clinical pharmacotherapeutics.Methods A total of 139 students majoring in clinical pharmacy in grade 2016 and 2017 studying in Kunming Medical University from March 2020 to October 2021 were selected as the study objects and randomly divided into four groups.There were 35 students in the experimental group,34 students in the control group 1,35 students students in the control group 2,35 students in the control group 3.The experimental group adopted PBL,CBL and EBP teaching methods in theory,practice and practice stages,respectively;control group 1 adopted PBL teaching method in theory course,control group 2 adopted CBL teaching method in practice course,control group 3 adopted EBP teaching method in practice stage,and other stages of the control group adopted traditional teaching method.Theoretical test,practical test and questionnaire survey were used to evaluate the learning effect of 4 groups of students.Results The theoretical test scores of experimental group were higher than those of control group 2 and control group 3,and the difference was statistically significant(P<0.05).Most students believed that PBL teaching method,CBL teaching method and EBP teaching method can promote the learning of pharmacy.Conclusion PBL+CBL+EBP integrated teaching method can enhance students'clinical ability and lay the scientific research foundation in different stages of clinical pharmacotherapeutics,and is helpful to train high quality clinical pharmacists.

关 键 词：以问题为基础的教学法 案例式教学法 循证药学教学法 整合教学 临床药学治疗学 临床能力 科研基础 

分 类 号：G642[文化科学—高等教育学]