小组教学模式在麻醉药品处方调剂带教中实施效果的调查分析

Investigation and Analysis of the Implementation Effect of Small Group Teaching on Professional Narcotic Drugs Prescribing

目的:为完善药学专业实习生的实习带教模式提供参考。方法:采用自制调查问卷表,对2012年8月-2014年8月在我院实习的药学专业实习生在实施小组教学前、后共享学习态度和自信程度方面进行问卷调查;并对实习生进行知识和技能的考核。结果:小组教学前、后各发放调查问卷表72份,各回收有效问卷72份,有效回收率均为100%。本科和专科实习生在改善实习生今后的工作关系、提高理解麻醉处方知识和管理能力、补充学校课程差异导致的知识不足、提升与患者的交流能力、为患者安全调剂麻醉药品处方、更乐意接受其他医务人员资询有关麻醉药品的相关问题、更有信心与医师协调处理麻醉药品处方问题、提高自己的药学实践技能、知识和技能考核方面小组教学实施前、后差异两者均有统计学意义(P<0.05),在使患者最终受益方面两者均无统计学意义(P>0.05);而专科实习生在帮助了解自己所学专业的限制方面在小组教学实施前、后差异无统计学意义(P>0.05),本科实习生反之;本科实习生在有利于培养团队合作精神、明确在麻醉药品处方的作用和其在安全、管理上的责任方面,在小组教学实施前、后差异无统计学意义,专科实习生则相反。结论:小组教学有利于药学专业实习生共享学习、提升自信心、专业知识和技能。

OBJECTIVE： To provide reference for improving the internship teaching for pharmacy students. METHODS： Self-made questionnaire was adopted to investigate the shared learning attitude and self-confidence of pharmacy students in our hos- pital before and after small group teaching from Aug. 2012 to Aug. 2014; knowledge and skills assessment was conducted for the students. RESULTS： 72 questionnaires were respectively sent out before and after small group teaching, 72 were respectively re- ceived with effective recovery of 100%. There were significant differences for the undergraduates and specialists in improving their future working relationships, understanding of anesthetic prescription knowledge and management capacity, supplementing the lack knowledge caused by curriculum differences, enhancing the ability to communicate with patients, dispensing prescription of narcot- ic drugs for patients, preferring accepting other medical staff consulting narcotic drngs-related problems, more confident to deal pre- scription of narcotic drugs with physicians, improving their pharmacy practice skills, knowledge and skill assessment before and af- ter small group teaching （P〈0.05）, no significant differences in ultimately benefit to patients （P〉0.05） ; while there was no sig- nificant difference for the specialists in helping the students understanding their major＇s limits before and after small group teaching （P〉0.05） ,the undergraduates were the opposite; there was no significant diffecrence for the undergraduates in terms of it is condu- cive to cultivating team spirit and ensuring the responsibility in prescription and the safety and management of narcotic drugs before and after small group（P〉0.05）,the specialists were the opposite. CONCLUSIONS： Small group teaching is conducive to sharing learning, enhancing self-confidence and professional knowledge and skills for pharmacy students.