医院药学基于MLR+PBL+CBL的早临床实践双师教学法应用研究  

Study on the Application of Double-teacher Teaching Method Based on MLR+PBL+CBL in Early Clinical Practice of Hospital Pharmacy

作　　者：齐志敏 俞婷婷 施方也 陈烈 王寅 何伟康 郑英 QI Zhimin;YU Tingting;SHI Fangye;CHEN Lie;WANG Yin;HE Weikang;ZHENG Ying(Department of Pharmacy,No.903 Hospital of the Joint Logistics Force of the Chinese People's Liberation Army,Hangzhou 310013,Zhejiang,China)

机构地区：[1]中国人民解放军联勤保障部队第九〇三医院药剂科,浙江杭州310013

出　　处：《中国卫生产业》2024年第8期10-13,共4页China Health Industry

基　　金：杭州医学院2022年度校级本科教学改革创新项目(FYJG202227,FYJG202226)。

摘　　要：目的探讨基于医学文献检索法(medical literature retrieval,MLR)、问题教学法(problem-based learnin,PBL)、案例教学法(case-based learning,CBL)相结合的医院药学早临床实践双师教学法的教学效果。方法选取2020年9月—2023年9月联勤保障部队第九〇三医院64名药学实习生为研究对象,以随机数字表法分为观察组和对照组,每组32名实习生。观察组采取MLR+PBL+CBL的早临床实践双师教学法,对照组采用传统教学方法,对比两组实习生的知识考核成绩、教学满意度、教学质量。结果观察组实习生知识考核总成绩为(89.44±4.33)分,高于对照组的(83.21±5.93)分,差异有统计学意义(t=4.791,P<0.05)。观察组教学满意度高于对照组,差异有统计学意义(P<0.05)。观察组药学知识、临床思维和实践能力优于对照组,差异有统计学意义(P均<0.05)。结论MLR+PBL+CBL的早临床实践双师教学法能提高学生考核成绩,提升教学质量。Objective To explore the teaching effect of double-teacher teaching method based on medical literature retrieval(MLR),problem-based learning(PBL)and case-based learning(CBL)in early clinical practice of hospital pharmacy.Methods A total of 64 pharmacy interns from September 2020 to September 2023 in the 903 rd Hospital of the Joint Logistics Support Force were selected as the research objects.They were divided into observation group and control group by random number table method,with 32 interns in each group.The observation group adopted the double-teacher teaching method of MLR+PBL+CBL in early clinical practice,while the control group adopted the traditional teaching method.The knowledge assessment results,teaching satisfaction and teaching quality of the two groups of interns were compared.Results The total score of knowledge assessment of interns in the observation group was 89.44±4.33,which was higher than 83.21±5.93 in the control group,and the difference was statistically significant(t=4.791,P<0.05).The teaching satisfaction of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).The pharmaceutical knowledge,clinical thinking and practical ability of the observation group were better than those of the control group,and the differences were statistically significant(all P<0.05).Conclusion The early clinical practice double-teacher teaching method of MLR+PBL+CBL can improve assessment results of students and improve teaching quality.

关 键 词：医院药学 医学文献检索法 问题教学法 案例教学法 教学模式 

分 类 号：R19[医药卫生—卫生事业管理]