静脉用药调配中心药学专业实习带教中目标管理法的构建

Construction of management by objective for training of pharmacy interns in pharmacy intravenous admixture services

目的探讨目标管理法(management by objective,MBO)在静脉用药调配中心(pharmacy intravenous admixture services,PIVAS)药学专业实习生培训带教中的应用效果。方法将2015至2017年度某医院PIVAS实习的32名药学实习生随机分为对照组和观察组(每组16名),分别予以传统带教和MBO教学模式带教4周。出科前以理论知识考核、操作技能考核、综合能力考核以及教学双方满意度评价教学效果。采用SPSS 19.0进行非参数检验和t检验。结果与对照组相比,观察组实习生的理论成绩[(88.03±5.86)分vs.(80.69±9.74)分,P=0.016]、操作成绩[(96.97±2.62)分vs.(94.14±4.31)分,P=0.034]与综合能力考核成绩[(93.03±3.63)分vs.(89.00±5.54)分,P=0.021]均明显提升,且带教教师对实习生满意度[(92.38±1.88)分vs.(83.75±3.02)分,P=0.023]及实习生对带教教师满意度[(93.75±1.91)分vs.(84.81±3.04)分,P=0.018]也明显提升,差异有统计学意义。结论MBO教学能有效提升PIVAS药学实习生教学效果,值得在PIVAS药学专业实习带教中进行推广应用。

Objective To explore the application effect of management by objective(MBO)in the training of pharmacy interns in pharmacy intravenous admixture services(PIVAS).Methods Thirty-two pharmacy interns in a hospital from 2015 to 2017 were randomized into control group and observation group(16 interns per group),they were taught for 4 weeks by traditional teaching and MBO teaching respectively.The teaching effect was evaluated the training by theory examination,skill test and comprehensive ability assessment and satisfaction of both sides of teaching and learning.SPSS 19.0 was used for non-parametric test and t test.Results Compared with the control group,the theoretical score[(88.03±5.86)points vs.(80.69±19.74)points,P=0.016],operational score[(96.97±2.62)points vs.(94.14±4.31)points,P=0.034],and comprehensive ability score[(93.03±3.63)points vs.(89.00±5.54)points,P=0.021]of the interns in the observation group were significantly improved,and both the teachers'satisfaction with interns[(92.38±1.88)points vs.(83.75±3.02)points,P=0.023]and the students'satisfaction with teachers[(93.75±1.91)points vs.(84.81±3.04)points,P=0.018]were improved significantly,with statistical significance.Conclusion MBO teaching method can effectively improve the teaching effect of pharmacy interns in PIVAS,and is worth promoting and applying in clinical practice teaching.