翻转课堂联合PBL教学法在临床药学实践教学中的应用

Application of Using Flipping Classroom Combined With PBL Teaching Method in Practice Teaching of Clinical Pharmacy

目的探讨翻转课堂联合以问题为导向(PBL)教学方法在临床药学学生制定用药方案和用药监护计划实践教学中的应用效果。方法选择2020年6—12月在我院实习的临床药学专业学生为教学对象,选取社区获得性肺炎病例为教学案例,运用翻转课堂联合PBL教学法对学生制定初始用药方案和用药监护计划的能力进行实践教学,在课程结束后,通过问卷星发放调查问卷,评价教学效果。结果问卷调查结果显示66.67%的学生认为翻转课堂联合PBL教学法有助于调动学习的积极性和主动性,50%以上的学生认为翻转课堂联合PBL教学法对培养学生临床综合思维能力以及综合分析能力、解决问题、团队协作、交流沟通等能力有较大帮助。结论在临床药学学生用药方案设计及用药监护实践教学中运用翻转课堂联合PBL教学法,有利于提升学生实践教学质量,优化及提升师资水平,提高学生对临床实践教学的满意度。

Objective To investigate the application effect of flipping classroom combined with problembased learning(PBL)teaching method in practice teaching of clinical pharmacy students who need to formulate medication plan and medication monitoring plan.Methods Clinical pharmacy internship students who practice in our school from June 2020 to December 2020 are taken as teaching objects,community-acquired pneumonia cases are selected as teaching cases,and flipping classroom combined with PBL teaching method is used for practical teaching.A questionnaire survey was performed through“Questionnaire star”after the course ended to evaluate the efficiency of the teaching method.Results The questionnaire survey results show that 66.67%of students think that flipping classroom combined with PBL teaching method helps students to mobilize learning enthusiasm and initiative.More than 50%of students believe that flipping classroom combined with PBL teaching is useful for mobilizing learning enthusiasm and initiative.It is also very helpful to cultivate the ability of students’clinical comprehensive thinking and comprehensive analysis.At the same time,it have been greatly improved the students’skills of solving problem,teamwork and communication,etc..Conclusion The application of flipping classroom combined with PBL teaching method in medication plan design and medication monitoring pracice teaching can help improve the quality of practice teaching of clinical pharmacy,optimize and enhance the level of teachers,and improve students’satisfaction with clinical teaching.