基于岗位胜任力为导向的临床药理实践教学体系构建研究

Research on construction of clinical pharmacology practice teaching system based on post competence

目的构建基于岗位胜任力为导向的临床药理实践教学体系,并将其应用于临床药理学的教学改革中,探讨教学效果。方法2020年9—12月以牡丹江医学院2018级药学专业110名学生为授课对象,采取随机数字表法将授课对象分为对照组和试验组,每组各55名学生。以临床药理学作为授课课程开展教学,对照组采取常规讲授法授课。试验组以岗位胜任力为导向,合理增加实践知识的教学内容并进行授课。教学后,从学生岗位胜任力预测评估、教学质量评价和临床药理学期末成绩等方面比较教学效果。结果教学完成后,在岗位胜任力预测评分方面,试验组学生临床用药基本能力评分、创新应变能力评分、沟通协作能力评分和整体计划管理能力评分分别为(8.67±0.49)分、(8.20±0.53)分、(8.67±0.52)分和(7.80±0.65)分,均高于对照组的(7.33±1.12)分、(6.99±1.18)分、(7.75±0.96)分和(6.98±1.24)分,差异有统计学意义(P<0.05)。在教学质量方面,试验组优良率为96.36%,高于对照组的85.45%,差异有统计学意义(P<0.05)。在临床药理学期末成绩方面,试验组期末成绩平均分为(81.31±7.15)分,高于对照的(73.94±8.08)分,差异有统计学意义(P<0.05)。结论基于岗位胜任力为导向的临床药理实践教学体系的构建与应用,有效提高了临床药理学的教学效果,建议推广和应用。

Objective To construct the clinical pharmacology practice teaching system based on post competence,and to apply it to the teaching reform of clinical pharmacology,and to discuss the teaching effect.Methods From September to December 2020,110 students majoring in pharmacy in Mudanjiang Medical College of Grade 2018 were selected as the teaching objects.The subjects were divided into the control group and the experimental group by the random number table method,with 55 students in each group.Clinical pharmacology was used as the teaching course to carry out teaching.The control group was taught by the conventional teaching method,while in the experimental group,the teaching content of practical knowledge was reasonably increased based on the post competence and the teaching was conducted.After teaching,the teaching effects were compared from the aspects of students'post competency prediction and evaluation,teaching quality evaluation,clinical pharmacology final scores and so forth.Results After teaching,in terms of post competency prediction scores,the scores of basic clinical medication ability,innovative strain capacity,communication and cooperation ability and overall plan management ability of the students in the experimental group were(8.67±0.49)points,(8.20±0.53)points,(8.67±0.52)points and(7.80±0.65)points,respectively,which were higher than those of(7.33±1.12)points,(6.99±1.18)points,(7.75±0.96)points and(6.98±1.24)points in the control group,with significant difference(P<0.05).In terms of teaching quality,the excellent and good rate in the experimental group was 96.36%,which was higher than that of 85.45%in the control group,with significant difference(P<0.05).In terms of clinical pharmacology final score,the average score in the experimental group was(81.31±7.15)points,which was higher than that of(73.94±8.08)points in the control group,with statistically significant difference(P<0.05).Conclusion The construction and application of clinical pharmacology practice teaching system based on post competency effectively improve the teaching effect of clinical pharmacology.It is suggested to promote and apply it.