| 沈倩,徐姗.基于病例的学习教学法在临床药师临床能力培养中的对比:在线与传统[J].安徽医药,2019,23(10):2114-2117. |
| 基于病例的学习教学法在临床药师临床能力培养中的对比:在线与传统 |
| Comparison of online and face?to?face case?based learning in clinical pharmacist training |
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| DOI：10.3969/j.issn.1009?6469.2019.10.054 |
| 中文关键词: 教育，药学 因特网 教育，远程 基于病例的学习 临床药师 在线基于病例的学习 |
| 英文关键词: Education,pharmacy Internet Education,distance Case?based learning Clinical pharmacists Online?CBL |
| 基金项目:江苏省药学会—天晴临床药学基金科研项目(Q2018105) |
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| 中文摘要: |
| 目的对比在线基于病例的学习( online CBL，O?CBL)和传统基于病例的学习( face?to?face CBL，F?CBL)教学法在临床药师临床能力培养中的效果。方法 2016年 3月至 2017年 3月在华中科技大学同济医学院附属同济医院的 24名临床药师培训学员参与了该项研究，通过随机数字表法学员被分为四组，每 6人 1组，每组学员通过 F?CBL和(或) O?CBL法分别进行两周学习， 1组: F?CBL，F?CBL；2组: F?CBL，O?CBL；3组: O?CBL，F?CBL；4组: O?CBL，O?CBL。评价指标包括:床边问诊考核、案例考核、教学质量评价及学员对教学方法满意度调研。结果各组学员在床边问诊考核和案例考核中成绩差异无统计学意义(P＞0.05)使用 O?CBL的学员教学质量更好，对教学方法的满意度也更高。其中，先采用 F?CBL后采用 O?CBL的一组学员(2组)各方面，能力提高最为显著(临床知识: 2.3比 3.3；药学知识: 2.7比 3.6；沟通能力: 2.6比 3.3；分析能力: 2.3比 3.2；临床问题处理能力: 2.2比 3.4)与 1组、 3组、 4组比较差异有统计学意义( P＜0.05)。结论在临床药师临床能力培养中， O?CBL教学法可以达到和 F?CBL教学，法相似的教学效果，甚至教学质量更好，学员满意度更高，是互联网时代值得推广的新型教学方法。 |
| 英文摘要: |
| Objective To compare the effect of online case?based learning(O?CBL)and face?to?face case?based learning(F?CBL) teaching methods in clinical pharmacists training.Methods Twenty?four trainees of clinical pharmacists in Tongji Hospital fromMarch 2016 to March 2017 participated in the study.The trainees were randomly assigned into four groups through random digitalcomparison tables with 6 cases in each group.Each group was taught two sections by F?CBL and/or O?CBL(Group 1:F?CBL，F? CBL；Group 2:F?CBL，O?CBL；Group 3:O?CBL，F?CBL；Group 4:O?CBL，O?CBL).The evaluation indexes included the assessment of bedside inquiry operation and clinical theoretical knowledge，teaching quality evaluation and the survey of the satisfaction of the students with teaching methods.Results There was no significant difference in the scores of bedside inquiry operation assessmentand clinical theoretical knowledge assessment between the groups(P＞0.05).The students using O?CBL had better teaching equali? ty and higher satisfaction within teaching methods.Among them，the trainees of Group 2 who used F?CBL first and then O?CBL had the most significant improvement in all aspects of ability(clinical knowledge score from 2.3 to 3.3；pharmaceutical knowledge score from 2.7 to 3.6；communication ability score from 2.6 to 3.3；analytical ability score from 2.3 to 3.2；clinical problem management ability score from 2.2 to 3.4)，and the difference was statistically significant comparing to group 1，group 3 and group 4(P＜0.05). Conclusion In the training of clinical pharmacists，online CBL teaching method can achieve the same teaching effect as face?to? face CBL teaching method，but teaching equality is better and trainees' satisfaction is higher.It is a new teaching method worthy ofpromotion in the Internet era. |
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