目的 探索混合式教学方法在药学专业学生药物治疗学见习中的应用效果。方法 2022年12月,以海军军医大学药学院2019级四年制药学专业19名本科生为研究对象,在其药物治疗学临床见习阶段开展混合式教学,在见习前后对学生进行问卷调查,了解混合式教学方法在促进学生对临床药学学科的认知、态度变化中的作用,并对学生进行半结构式访谈。采用Wilcoxon秩和检验分析相关数据。结果 见习后学生对课程评价的情景题评分为4.0(4.0,5.0)分。见习前后学生对学科认识评分分别为3.0(2.0,3.0)分和4.0(4.0,5.0)分,其差异具有统计学意义(P<0.001)。见习后改变态度愿意从事临床药学相关工作的学生增加14人,评分由见习前的2.0(2.0,3.0)分提升至3.0(3.0,4.0)分,其差异具有统计学意义(P<0.001)。在教学方法评价和工作意向的访谈中,有15名学生给予了正向的评价。结论 混合式教学方法在药物治疗学见习中的应用得到了学生的认可,有助于提升学生对临床药学学科的认识以及从事临床药学工作的意愿。

Objective To explore the use of blended teaching methods in a short-term clerkship in Pharmacotherapy for pharmacy students. Methods In December 2022, 19 undergraduate students in the four-year pharmacy program of the class of 2019 at the School of Pharmacy of Naval Medical University were enrolled in the phase of their clinical clerkship in pharmacotherapeutics, and questionnaires were administered to students before and after the clerkship to find out the role of blended teaching in promoting changes in students′ perceptions and attitudes towards the discipline of clinical pharmacy, as well as semi-structured interviews with the students. Data were analyzed using Wilcoxon rank sum text. Results Post-experience students rated the scenario questions on course evaluation as 4.0 (4.0, 5.0) points. The students rated their knowledge of the subject as 3.0 (2.0, 3.0) before clerkship and 4.0 (4.0, 5.0) after clerkship (P<0.001). The number of students who changed their attitudes and were willing to work related to clinical pharmacy increased by 14 students after clerkship, with the score increased from 2.0 (2.0, 3.0) before clerkship to 3.0 (3.0, 4.0) after clerkship (P<0.001). In the interviews on teaching method evaluation and work intention, 15 students gave positive evaluations. Conclusions The use of blended learning in pharmacotherapeutic clerkship was recognized by students, which is conducive to improving students′ understanding of the subject of clinical pharmacy and their willingness to engage in clinical pharmacy work.