范景輝 周楊 趙玉梅 高月娟

[關(guān)鍵詞] 崗位勝任力;臨床藥理學(xué);實(shí)踐教學(xué);教學(xué)改革

[中圖分類號(hào)] R541.4? ? ? ? ? [文獻(xiàn)標(biāo)識(shí)碼] B? ? ? ? ? [文章編號(hào)] 1673-9701（2021）25-0001-03

Construction of module teaching mode based on post competence and its application in clinical pharmacology practice teaching

FAN Jinghui? ?ZHOU Yang? ?ZHAO Yumei? ?GAO Yuejuan

Department of Pharmacy， Hongqi Hospital Affiliated to Mudanjiang Medical College， Mudanjiang? ?157000， China

[Abstract] Objective To construct the module teaching mode with post competence as the core and to discuss its application in clinical pharmacology practice teaching. Methods From October 2020 to December 2020， 80 undergraduate students majoring in pharmacy of Mudanjiang Medical College of Grade 2018 were selected as the teaching objects. The students were divided into the control group and the experimental group by the random number table method， with 40 students in each group. The conventional teaching method was adopted in the control group， and the module teaching mode with post competence as the core was adopted in the experimental group to carry out the teaching reform. After teaching， the teaching effects were compared from the aspects of students' self-evaluation of clinical pharmacology practice ability mastery， students′ understanding degree of the future job and study satisfaction survey. Results In the experimental group， students′ practice ability mastery score， understanding degree score of the future job and study satisfaction rate were all higher than those in the control group， and the differences were statistically significant （P<0.05）. Conclusion The module teaching mode with post competence as the core effectively improves the teaching effect of clinical pharmacology.

[Key words] Post competence; Clinical pharmacology; Practice teaching; Teaching reform

隨著醫(yī)學(xué)高校藥學(xué)專業(yè)教學(xué)改革的逐步深入，增加臨床實(shí)踐教學(xué)內(nèi)容的比重，已經(jīng)成為現(xiàn)階段教學(xué)改革的主要方向之一[1-2]。但在教學(xué)改革的同時(shí)，臨床實(shí)踐教學(xué)內(nèi)容的調(diào)整及其與現(xiàn)階段書本教材的理論知識(shí)如何有效融合，成為了教學(xué)改革的重點(diǎn)和難點(diǎn)[3-4]。在此背景下，我院以學(xué)生未來就業(yè)的崗位勝任力為核心，根據(jù)學(xué)生具體的就業(yè)需求，合理設(shè)計(jì)藥學(xué)專業(yè)臨床教學(xué)內(nèi)容。另外在教學(xué)過程中，采取模塊式的方式開展具體的教學(xué)過程，以便于各個(gè)教學(xué)環(huán)節(jié)更好的銜接和組合。教學(xué)后，實(shí)驗(yàn)組學(xué)生實(shí)踐能力掌握情況評(píng)分、對(duì)未來工作崗位了解程度評(píng)分和學(xué)習(xí)滿意率均高于對(duì)照組，教學(xué)效果較為理想，現(xiàn)將教學(xué)工作總結(jié)如下。

1 資料與方法

1.1 一般資料

2020年10月至2020年12月，選擇牡丹江醫(yī)學(xué)院2018級(jí)藥學(xué)專業(yè)80名本科生為授課對(duì)象。納入標(biāo)準(zhǔn)包括：①所有學(xué)生均為我校全日制就讀的學(xué)生;自愿參與本次教學(xué)。排除標(biāo)準(zhǔn)包括：②成考或自考的學(xué)生;護(hù)理等其他學(xué)院轉(zhuǎn)入藥學(xué)院的學(xué)生等。采取隨機(jī)數(shù)字表法，將學(xué)生共分為對(duì)照組和實(shí)驗(yàn)組，每組各40名。對(duì)照組中，男18名，女22名，平均年齡（22.23±0.58）歲;實(shí)驗(yàn)組中，男20名，女20名，平均年齡（22.46±0.62）歲。兩組學(xué)生基本資料差異無統(tǒng)計(jì)學(xué)意義（P>0.05），具有可比性。