四川省临床药学培养模式及认知现状调研
|
摘要
目的:为改进临床药学人才培养模式提出建议。方法:采用调查研究法,对四川省部分医院的临床药学利益相关方和四川省开设了临床药学专业(或方向)的高校进行问卷调查。结果:共发出问卷511份,收回有效问卷495份,有效回收率为96.87%。调查显示,临床药师的工作得到了医疗团队成员的肯定。大部分临床药师或在读的临床药学专业学生对目前的知识结构和培养方案表示认可,但仍认为应加强临床药学实践以及相关交叉学科知识的学习;现行的学科体系基本可以满足需求,只是在实践与理论教学比重、学科交叉、部分课程设置、教师资源整合上有待完善。结论:(1)应制定准则,促进临床药学工作的规范化发展;(2)合理调整专业课程内容,有效进行学科交叉;(3)设置统一的课程标准,进行专业认证标准分层;(4)设置长学制临床药学本硕连读专业,增加实践课程比例;(5)整合师资力量,充分发挥医院临床药师的潜能。
Objective: To provide recommendations for improving the talent cultivation mode of clinical pharmacy. Methods: Questionnaire surveys were conducted in relevant clinical pharmacy of some hospitals in Sichuan Province and some universities in Sichuan Province which set up clinical pharmacy discipline(or direction) using the methods of survey. Results: A total of 511 questionnaires were issued and 495 valid questionnaires were collected, with an effective recovery rate of 96.87%. The results showed that the work of clinical pharmacists had been recognized by members of medical collected. Most clinical pharmacists or students majoring in clinical pharmacy are satisfied with the current knowledge structure and training programs, but still believed that the clinical pharmacy practice and the study of related interdisciplinary medical knowledge should be strengthened. The current disciplinary system can meet the basic needs, but the proportion of practice and theory teaching, interdisciplinarity, part of curriculum and the integration of teacher resource need to be improved. Conclusion: Guidelines should be established to promote the development of clinical pharmacy. Curriculum should be reasonablely adjusted to realize interdisciplinarity. Curriculum standard should be unified to conduct standard stratification of professional certifications. Long term clinical pharmacy disciplines should be set up and the proportion of curriculum practice should be increased. Teacher resources should be integrated to give full play to the potential of clinical pharmacists.
Objective: To provide recommendations for improving the talent cultivation mode of clinical pharmacy. Methods: Questionnaire surveys were conducted in relevant clinical pharmacy of some hospitals in Sichuan Province and some universities in Sichuan Province which set up clinical pharmacy discipline(or direction) using the methods of survey. Results: A total of 511 questionnaires were issued and 495 valid questionnaires were collected, with an effective recovery rate of 96.87%. The results showed that the work of clinical pharmacists had been recognized by members of medical collected. Most clinical pharmacists or students majoring in clinical pharmacy are satisfied with the current knowledge structure and training programs, but still believed that the clinical pharmacy practice and the study of related interdisciplinary medical knowledge should be strengthened. The current disciplinary system can meet the basic needs, but the proportion of practice and theory teaching, interdisciplinarity, part of curriculum and the integration of teacher resource need to be improved. Conclusion: Guidelines should be established to promote the development of clinical pharmacy. Curriculum should be reasonablely adjusted to realize interdisciplinarity. Curriculum standard should be unified to conduct standard stratification of professional certifications. Long term clinical pharmacy disciplines should be set up and the proportion of curriculum practice should be increased. Teacher resources should be integrated to give full play to the potential of clinical pharmacists.
引文
[1]Ming Hu,Ph D,Gary Yee,Pharm D,Naitong Zhou,MS,et al.Development and Current Status of Clinical Pharmacy Education in China[J].American Journal of Pharmaceutical Education,2014,78(8):Article157-160.
[2]张富东,杨思芸,苏强.高职院校临床药学人才培养模式的探索[J].中国药事,2016,30(3):261-264.
[3]闰冠韫,杜智敏,吴延丽,等.我国临床药学教育现状及其发展建议[J].药学教育,2014,30(6):19-22.
[4]徐敢.借鉴国外经验推动高等药学教育向服务型人才培养转型[J].中国药事,2017,31(8):833-837.
[5]侯雪莲,武志昂.我国高等临床药学教育发展述评及对策研究[J].医学与哲学,2015,36(4A):64-67.
[6]Julie Ann Luiz Adrian,DVM,Paula Zeszotarski,et al.Pharm D.Instructional Design and Assessment Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning[J].American Journal of Pharmaceutical Education,2015,79(3):Article 44-46.
[7]Elizabeth M.Urteaga,Pharm D,Rebecca L.Attridge,Pharm D,et al,Instructional Design and Assessment Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination[J].American Journal of Pharmaceutical Education,2015,79(8):Article122-125.
[8]周春阳.美国药学教育发展历程对我国的启示[J].中国药房,2012,23(48):4601-4604.
[9]Keith M.Olsen1,Sylvia A.Dang1,Olivia V.Nguyen1,et al.美国临床药学教育与实践[J].中国药房,2016,27(2):145-149.
[10]陈旭,周乃彤,胡明,等.我国临床药学本科教育现状及对其教育体系改革的建议[J].中国药房,2015,26(6):858-861.
[11]王丽,李华,林原,等.“三位一体”临床药学培养模式的探索与实践[J].基础医学教育,2015,(10):877-879.
[12]AACP REPORTS.2014 American Association of Colleges of Pharmacy Annual Report[J].American Journal of Pharmaceutical Education,2014,78(8):Article S4-6.
[13]张金玲,禤昭银,辛振杰.临床药师在医院药学服务中的作用和地位[J].中国医药指南,2010,8(20):296-297.
[14]赖莎,吴红卫,杨泽民,等.临床药师对临床药学教育的建议的调查研究[J].湖南省环境生物职业技术学院学报,2011,l7(3):16-19.
[15]马国,侯爱君,张鹤,等.临床药学教育新模式的探索与实践[J].中国临床药学杂志,2012,21(6):377-382.
[2]张富东,杨思芸,苏强.高职院校临床药学人才培养模式的探索[J].中国药事,2016,30(3):261-264.
[3]闰冠韫,杜智敏,吴延丽,等.我国临床药学教育现状及其发展建议[J].药学教育,2014,30(6):19-22.
[4]徐敢.借鉴国外经验推动高等药学教育向服务型人才培养转型[J].中国药事,2017,31(8):833-837.
[5]侯雪莲,武志昂.我国高等临床药学教育发展述评及对策研究[J].医学与哲学,2015,36(4A):64-67.
[6]Julie Ann Luiz Adrian,DVM,Paula Zeszotarski,et al.Pharm D.Instructional Design and Assessment Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning[J].American Journal of Pharmaceutical Education,2015,79(3):Article 44-46.
[7]Elizabeth M.Urteaga,Pharm D,Rebecca L.Attridge,Pharm D,et al,Instructional Design and Assessment Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination[J].American Journal of Pharmaceutical Education,2015,79(8):Article122-125.
[8]周春阳.美国药学教育发展历程对我国的启示[J].中国药房,2012,23(48):4601-4604.
[9]Keith M.Olsen1,Sylvia A.Dang1,Olivia V.Nguyen1,et al.美国临床药学教育与实践[J].中国药房,2016,27(2):145-149.
[10]陈旭,周乃彤,胡明,等.我国临床药学本科教育现状及对其教育体系改革的建议[J].中国药房,2015,26(6):858-861.
[11]王丽,李华,林原,等.“三位一体”临床药学培养模式的探索与实践[J].基础医学教育,2015,(10):877-879.
[12]AACP REPORTS.2014 American Association of Colleges of Pharmacy Annual Report[J].American Journal of Pharmaceutical Education,2014,78(8):Article S4-6.
[13]张金玲,禤昭银,辛振杰.临床药师在医院药学服务中的作用和地位[J].中国医药指南,2010,8(20):296-297.
[14]赖莎,吴红卫,杨泽民,等.临床药师对临床药学教育的建议的调查研究[J].湖南省环境生物职业技术学院学报,2011,l7(3):16-19.
[15]马国,侯爱君,张鹤,等.临床药学教育新模式的探索与实践[J].中国临床药学杂志,2012,21(6):377-382.