目的 探讨多学科协作模式在临床药师规范化培训中的应用及存在的问题。方法 2019年6月,选择2018年7月至2019年6月在四川大学华西医院参与临床药师规范化培训(下文简称“药培”)的38名学员作为研究对象,在传统教学方法基础上加入多学科协作模式,教学时间为12个月。采用调查问卷的方式进行教学效果评价。结果 38名药培学员对多学科协作模式的满意度为76.3%(29/38),对理论教学的满意度为79.0%(30/38),对临床药学实践教学的满意度为73.7%(28/38)。药培学员认为多学科协作模式主要存在药培学员缺乏临床思维[26.3%(10/38)],药培学员在临床轮转中缺乏自信[13.2%(15/38)],轮转周期短、频次太快[18.4%(7/38)]和课程设置需要优化[15.8%(6/38)]4个问题。结论 多学科协作模式有助于提高学员对药培的满意度。针对本研究结果显示的问题,我院分别采取优化教学方法、增加药培学员临床参与机会,调整理论教学课程、增加临床药学课程,结合临床实践需要、增加医学-药学门诊教学方法,设置教学导师岗位、随时指导药培学员学习的措施。

Objective To explore the practical effect of multidisciplinary disciplinary cooperative teaching model in the clinical pharmacy of general practitioners.Methods Clinical pharmacy of general practitioners from July 2018 to June 2019 in our hospital were selected as the research objects, which adopted the MDT teaching model with the traditional teaching model, for a period of 12 months.The teaching evaluation is carried out by means of questionnaire.Results Forty eight clinical pharmacy of general practitioners were included. practitioners' satisfaction with the MDT teaching model is 76.3%(29/38), their satisfaction with the theory teaching is 79.0%(30/38), and their satisfaction with the clinical practice teaching is 73.7%(28/38).The main four problems for MDT teaching model include lacking of clinical thinking[26.3%(10/38)], lacking of confidence in clinic[13.2%(15/38)], Rotation cycle was short[18.4%(7/38)] and optimizing theoretical courses[15.8%(6/38)].Conclusions MDT teaching model can improve the practitioners' satisfaction with teaching, and is beneficial to the cultivation of practitioners' thinking ability and comprehensive quality.