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目的:使用以问题/以病例为导向的教学方法(PBL/CBL)教学法培养糖尿病专科药师(DSP);并探讨该教学法在培训中的效果。方法:以DSP组学员为试验组(DSP组),设计糖尿病临床药学PBL/CBL教学课程,并进行3个月的培训。根据卫计委临床药师培训基地培训标准,以内分泌专业和通科专业的临床药师学员为对照组(临床药师组);使用内分泌专业糖尿病理论考试,结合使用标准化病人模拟案例考核和知识技能雷达图评价两组学习效果的差异。结果:DSP组总共完成了25次培训课程,包含203个PBL和110例次CBL教学;临床药师组经过52学时基础/专业课和521个学时临床实践,完成了125例次的临床实践。前后考试考核对照,DSP组理论考试达标率40%,平均成绩从32.4分提升至56.85分,成绩增幅75.46%。临床药师组理论考试达标率为20%,平均成绩仅从41.8分提升至59.9分,增幅为43.30%。结论:DSP组学员在相对更少的时间内的培训效果高于对照组,在培训主动性、成绩提高率、时间成本效益比和经济成本效益比等方面具有明显的优势。PBL/CBL培训相比于传统培训模式具有快速、高效、针对性强的特点,适用于住院药师规范化培训和专科临床药师培养,对药师临床药学知识技能培养和训练具有明确的实用价值。
Objectives: To develop a pediatric diabetes specialist (DSP) using a problem-based / case-oriented pedagogy (PBL / CBL) pedagogy; and to explore the effectiveness of this pedagogy in training. Methods: Taking the DSP group as the experimental group (DSP group), the PBL / CBL Diabetes Clinical Course was designed and trained for 3 months. According to the training standard of clinical pharmacist training base of the Health Planning Commission, the clinical pharmacist trainers of the endocrinology major and the general practitioner discipline were used as the control group (Clinical Pharmacist Group); the theory test of endocrine specialized diabetes was used in combination with the standardized patient simulation case assessment and knowledge and skill radar chart Evaluation of differences in learning outcomes between the two groups. Results: A total of 25 training courses were completed in the DSP group, including 203 PBLs and 110 CBLs. The clinical pharmacist group completed 125 clinical practice sessions after 52 hours of basic / specialized courses and 521 hours of clinical practice. Before and after the examination examination control, DSP group theory test compliance rate of 40%, the average score from 32.4 points to 56.85 points, an increase of 75.46%. Clinical pharmacists group theoretical examination compliance rate of 20%, the average score increased from 41.8 points to 59.9 points, an increase of 43.30%. Conclusion: The training effect of DSP group students in relatively less time is higher than that of control group, which has obvious advantages in training initiative, achievement improvement rate, time cost-effectiveness ratio and economic cost-effectiveness ratio. Compared with the traditional training model, PBL / CBL training is fast, efficient and targeted. It is suitable for standardized training of inpatient pharmacists and training of specialist clinical pharmacists. It has clear practical value for training and training of pharmacists in clinical pharmacy knowledge and skills.