以崗位勝任力為核心的模塊式教學模式的構建及其在臨床藥理學實踐教學中的應用

范景輝 周楊 趙玉梅 高月娟

[關鍵詞] 崗位勝任力;臨床藥理學;實踐教學;教學改革

[中圖分類號] R541.4? ? ? ? ? [文獻標識碼] B? ? ? ? ? [文章編號] 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

隨著醫學高校藥學專業教學改革的逐步深入，增加臨床實踐教學內容的比重，已經成為現階段教學改革的主要方向之一[1-2]。但在教學改革的同時，臨床實踐教學內容的調整及其與現階段書本教材的理論知識如何有效融合，成為了教學改革的重點和難點[3-4]。在此背景下，我院以學生未來就業的崗位勝任力為核心，根據學生具體的就業需求，合理設計藥學專業臨床教學內容。另外在教學過程中，采取模塊式的方式開展具體的教學過程，以便于各個教學環節更好的銜接和組合。教學后，實驗組學生實踐能力掌握情況評分、對未來工作崗位了解程度評分和學習滿意率均高于對照組，教學效果較為理想，現將教學工作總結如下。

1 資料與方法

1.1 一般資料

2020年10月至2020年12月，選擇牡丹江醫學院2018級藥學專業80名本科生為授課對象。納入標準包括：①所有學生均為我校全日制就讀的學生;自愿參與本次教學。排除標準包括：②成考或自考的學生;護理等其他學院轉入藥學院的學生等。采取隨機數字表法，將學生共分為對照組和實驗組，每組各40名。對照組中，男18名，女22名，平均年齡（22.23±0.58）歲;實驗組中，男20名，女20名，平均年齡（22.46±0.62）歲。兩組學生基本資料差異無統計學意義（P>0.05），具有可比性。