药历讨论与问题为导向教学法在临床药理学教学中的应用
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摘要
临床药理学是基础医学与临床医学的交叉学科,是药学专业的基础主干课程。在临床药理学的教学中运用药历讨论与问题为导向(PBL)教学法,为学生提供一种接近真实临床实际的教学环境,以学生讨论为主,激发了学生的主动学习兴趣,有利于加强学生的自学能力和综合思考能力,培养学生的临床药学思维。
Clinical pharmacology is the interdiscipline of basic and clinical medicine,and it' s the backbone course of pharmaceutical specialty. Application of medication record discussion combined with problem based learning( PBL) in clinical pharmacology teaching provides students with a realistic clinical practice environment. In the process of medication record discussion,students mainly learn by themselves. This teaching method could stimulate students' initiative interest,improve their comprehensive ability,cultivate the clinical pharmaceutical thinking of students and promote teaching level.
Clinical pharmacology is the interdiscipline of basic and clinical medicine,and it' s the backbone course of pharmaceutical specialty. Application of medication record discussion combined with problem based learning( PBL) in clinical pharmacology teaching provides students with a realistic clinical practice environment. In the process of medication record discussion,students mainly learn by themselves. This teaching method could stimulate students' initiative interest,improve their comprehensive ability,cultivate the clinical pharmaceutical thinking of students and promote teaching level.
引文
[1]李俊.临床药理学[M].5版.北京:人民卫生出版社,2015:1-8.
[2]王学富,李俊.临床药理学教学方法的分析与探讨[J].安徽医药,2016,20(11):2200-2201.
[3]吕雄文,黄晓辉,赵斌,等.PBL在临床药理学教学改革中的实践与探索[J].安徽医药,2009,13(10):1301-1302.
[4]叶晓芬,蔡映云,吕迁洲.书写教学药历的意义[J].上海医药,2014,35(1):41-43.
[5]吴东媛,刘爽,朱小红,等.结合循证药学思维模式的PBL教学法在肿瘤专科临床药师培养中的实践研究[J].齐齐哈尔医学院学报,2016,37(8):1085-1086.
[6]周云.康复医学科专业硕士生骨科康复临床思维能力的培养[J].安徽医药,2017,21(6):1166-1168.
[7]AL-AZRI H,RATNAPALAN S.Problem-based learning in continuingmedical education:review of randomized controlled trials[J].Can Fam Physician,2014,60(2):157-165.
[8]李涛,张晶,杨立.问题式教学结合案例式教学在心血管影像培训中的价值[J].安徽医药,2017,21(5):972-974.
[9]JACOBS JC,VAN LUIJK SJ,GALINDO-GARRE F,et al.Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching[J].BMC Med Educ,2014,14:220.
[10]GUPTA K,ARORA S,KAUSHAL S.Modified case based learning:Our experience with a new module for pharmacology undergraduate teaching[J].Int J Appl Basic Med Res,2014,4(2):90-94.
[11]JACOBS JC,VAN LUIJK SJ,VAN DER VLEUTEN CP,et al.Teachers'conceptions of learning and teaching in student-centred medical curricula:the impact of context and personal characteristics[J].BMC Med Educ,2016,16(1):244.
[2]王学富,李俊.临床药理学教学方法的分析与探讨[J].安徽医药,2016,20(11):2200-2201.
[3]吕雄文,黄晓辉,赵斌,等.PBL在临床药理学教学改革中的实践与探索[J].安徽医药,2009,13(10):1301-1302.
[4]叶晓芬,蔡映云,吕迁洲.书写教学药历的意义[J].上海医药,2014,35(1):41-43.
[5]吴东媛,刘爽,朱小红,等.结合循证药学思维模式的PBL教学法在肿瘤专科临床药师培养中的实践研究[J].齐齐哈尔医学院学报,2016,37(8):1085-1086.
[6]周云.康复医学科专业硕士生骨科康复临床思维能力的培养[J].安徽医药,2017,21(6):1166-1168.
[7]AL-AZRI H,RATNAPALAN S.Problem-based learning in continuingmedical education:review of randomized controlled trials[J].Can Fam Physician,2014,60(2):157-165.
[8]李涛,张晶,杨立.问题式教学结合案例式教学在心血管影像培训中的价值[J].安徽医药,2017,21(5):972-974.
[9]JACOBS JC,VAN LUIJK SJ,GALINDO-GARRE F,et al.Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching[J].BMC Med Educ,2014,14:220.
[10]GUPTA K,ARORA S,KAUSHAL S.Modified case based learning:Our experience with a new module for pharmacology undergraduate teaching[J].Int J Appl Basic Med Res,2014,4(2):90-94.
[11]JACOBS JC,VAN LUIJK SJ,VAN DER VLEUTEN CP,et al.Teachers'conceptions of learning and teaching in student-centred medical curricula:the impact of context and personal characteristics[J].BMC Med Educ,2016,16(1):244.