Application Effect of Problem-Based Learning Teaching Mode in Clinical Pharmaceutical Practice Training
Objective To investigate the application effect of problem-based learning(PBL)teaching mode in clinical pharmaceutical practice training.Methods Fifty clinical pharmacy interns in the hospital from January 2019 to June 2022 were selected and randomly divided into the observation group and the control group,with 25 interns in each group.The control group adopted the conventional teaching mode,while the observation group adopted the PBL teaching mode.The assessment scores,comprehensive ability scores,teaching quality scores,and teaching satisfaction between the two groups were compared.Results Compared with those in the control group,the assessment scores(theoretical knowledge,clinical practice),comprehensive ability scores(communication and exchange,information collection and retrieval,problem discovery and resolution,team collaboration,self-directed learning),and teaching quality scores and the total score(teaching arrangement,teaching effectiveness,teaching methods)in the observation group after training significantly improved(P<0.05).In terms of teaching satisfaction,the satisfaction with stimulating learning interest,exercising clinical thinking,expanding knowledge,consolidating theoretical level,developing team collaboration,self-learning,combining theory and practice,and improving communication skills in the observation group were significantly higher than those in the control group(96.00%vs.76.00%,88.00%vs.64.00%,92.00%vs.68.00%,88.00%vs.60.00%,92.00%vs.64.00%,96.00%vs.72.00%,96.00%vs.68.00%,P<0.05).Conclusion Application of the PBL teaching model in clinical pharmaceutical internship training is helpful to improve the theoretical and practical skills assessment scores of interns,promote the development of comprehensive abilities,and improve the teaching quality and training satisfaction.
pharmaceutical practice trainingproblem-based teaching methodteaching satisfactionteaching quality
万方数据
维普
