中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (4): 272-275.DOI: 10.3760/cma.j.cn115259-20220726-00943

• 教学方法 • 上一篇    下一篇

基于问题学习联合基于案例学习教学方法在药事管理学教学中的应用

吴玥1, 沈秉正1, 谈弋2, 何敬胜2, 周本宏2   

  1. 1武汉大学人民医院药学部,武汉 430060;
    2武汉大学药学院临床药学系,武汉 430071
  • 收稿日期:2022-08-01 出版日期:2023-04-01 发布日期:2023-03-29
  • 通讯作者: 周本宏, Email: benhongzh@163.com
  • 基金资助:
    2018年武汉大学医学部教学研究项目(2018016);2021年武汉大学医学部教学研究项目(2021084)

Application of problem-based learning combined with case-based learning in the teaching of pharmaceutical management

Wu Yue1, Shen Bingzheng1, Tan Yi2, He Jingsheng2, Zhou Benhong2   

  1. 1Department of Pharmacy, Renmin Hospital of Wuhan University, Wuhan 430060, China;
    2Department of clinical pharmacy, School of Pharmacy, Wuhan University, Wuhan 430071, China
  • Received:2022-08-01 Online:2023-04-01 Published:2023-03-29
  • Contact: Zhou Benhong, Email: benhongzh@163.com
  • Supported by:
    2018 Teaching Research Project of Wuhan University Health Science Center(2018016); 2021 Teaching Research Project of Wuhan University Health Science Center(2021084)

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摘要： 目的 探讨基于问题学习(problem-based learning,PBL)联合基于案例学习(case-based learning, CBL)教学方法在药事管理学课程中的应用效果。方法 采用试验对照方法。分别于2021年和2022年2至9月,选取武汉大学2018级、2019级四年制药学、生物制药专业选修药事管理学课程的73名本科生为研究对象,其中2019级33名学生设为试验组,采用PBL联合CBL教学方法;2018级40名学生设为对照组,采用传统教学方法。通过考试成绩和问卷调查结果评价教学效果。采用t检验或卡方检验分析相关数据。结果 试验组学生理论知识考核成绩高于对照组[(95.08±2.30)分比(90.06±2.85)分, P=0.002],知识综合运用得分高于对照组[(43.80±1.38)比(38.04±4.04)分,P<0.001]。问卷调查结果显示,试验组学生对教学总体满意度的评分高于对照组[(96.43±7.45)分比(66.38±10.07)分, P<0.001]。结论 PBL联合CBL教学方法用于药事管理学的教学有助于提高学生的理论知识考核成绩和知识综合运用得分,提升教学满意度,有助于提升药事管理学教学质量。

关键词: 基于问题学习, 基于案例学习, 药事管理学, 综合实践, 教学质量

Abstract: Objective To explore the application of problem-based learning (PBL) combined with case-based learning (CBL) teaching method in the course of pharmaceutical management. Method The test control method was used. From February to September in 2021 and 2022, A total of 73 undergraduate students majoring in pharmacy enrolled in 2018 and 2019 of Wuhan University were selected as the research participants. Among them, 33 students in grade 2019 were selected as the experimental group, using PBL combined with CBL teaching method, while 40 students in grade 2018 were selected as the control group, using traditional teaching methods. The results of examination and questionnaire were used to evaluate the teaching effect. T-test and chi-square test were used for statistical analyses. Results The overall test scores of theoretical knowledge in the experimental group were significantly higher than that in the control group [(95.08±2.30) vs.(90.06±2.85), P=0.002], and the score of comprehensive use of knowledge in the experimental group was higher than that in the control group [(43.80±1.38) vs. (38.04±4.04),P<0.001]. The results of the questionnaire survey showed that the score of students in the experimental group on the overall satisfaction was higher than that in the control group [(96.43±7.45) vs. (66.38±10.07),P＜0.001]. Conclusions The application of PBL combined with CBL teaching method in the teaching of pharmaceutical management will help improve students′ theoretical knowledge assessment results and comprehensive knowledge application score, improve overall satisfaction, and improve the teaching quality of pharmaceutical management.

Key words: Problem-based learning, Case-based learning, Discipline of pharmacy administration, Comprehensive practical ability, Teaching quality

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