专科药学教育工学结合及“订单式”教育模式的设想与探究

目的:探索工学结合和"订单式"教育模式。方法:以社会需求和学生就业为导向,工学结合确定专业培养目标;以培养技术应用能力为主线制订专业教学计划,构建理论和实践相互渗透的课程体系。结果与结论:课程体系改革以后的毕业生受到用人单位的好评,当年就业率达到99%以上。该教育模式是专科药学教育发展的有效途径。     

关于医学生文化素质课设置的探讨

目的:探讨医学生文化素质课设置过程中如何加强医学生人文素质教育的内涵.通过对当今医学学科教育形势、人文素质教育的内涵以及医学生人文素质现状的调查分析,明确医学生文化素质提高的必要性.结果表明,医学生文化素质课设置是提高医学生人文素质的一种良好途径.     

The Use of Social Networking to Improve the Quality of Interprofessional Education

Objective. To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education.Design. Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs.Assessment. Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university’s health professions programs was a positive and effective interprofessional education experience.Conclusion. Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success.     

Consortium-based approach to an online preceptor development program

Objective. To describe the implementation process of a consortium-based preceptor development program and to review completion and assessment data over the first 27 months.Design. Five 1-hour, Web-based preceptor development modules were developed using streaming media technologies. Modules were released using a password-protected Internet site and were free to consortium-affiliated preceptors. Preceptor''s institutional affiliation, module completion dates, module assessments, and continuing education credits were recorded and made available to each institution.Assessment. Three hundred eighty-two preceptors completed 1489 modules. Fifty-six percent of preceptors were affiliated with more than 1 consortium institution. The number of participating preceptors per institution varied from 72 to 204. Sixty-five percent of preceptors completed all 5 modules. Preceptor satisfaction was high, with 93% agreeing with each course evaluation statement. Program cost per institution ranged from $12 to $35 per preceptor.Conclusions. A consortium-based approach to preceptor development is a convenient and effective means of providing required training.     

A Leadership Elective Course Developed and Taught by Graduate Students

Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students.Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course.Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills.Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources.     

高职《药物分析》课程实验教学改革探讨

药物分析是药学专业中一门实践性很强的课程.针对高等职业教育要求,结合药物分析的特点,本文从实验教学方面探讨运用多种手段来提高教学效果、促进学生专业素质的全面发展.同时,讨论了实验课程整合的可能性.     

The state of substance use education in Master of Social Work programs: A content analysis of course listings and faculty profiles

Background: Substance use is currently a pervasive problem among a large proportion of populations served by the social work profession. Several studies have indicated that social workers routinely provide services to clients with direct and indirect substance use needs, making knowledge of substance use interventions and public policies a necessity for social workers to operate effectively in the field. However, despite the regularity of interaction with substance using clients, previous research has suggested that a significant deficit of substance use education currently exists in Master of Social Work (MSW) programs. Methods: To determine the extent of substance use education currently offered by master’s-level schools of social work, a content analysis of course listings and full-time faculty profiles was performed on all Council on Social Work Education–accredited programs in the United States (N?=?263). The goals of the content analysis were (1) to identify the current prevalence and content of substance use education offered to entire cohorts of MSW students at the national and programmatic levels and (2) to examine the capacity of the full-time MSW faculty workforce to deliver substance use education to MSW students in individual programs. Results: The results of the analyses showed that a significant deficit of formal substance use education does exist in the field of social work education, and that a large proportion of programs lack the faculty personnel necessary to sufficiently offer substance use education to their students. Conclusions: The social work profession needs to make a concerted effort to improve substance use education if social work is to ethically and effectively remain at the forefront of mental health practice in the United States.     

新形势下双语教学课程体系建设

从双语教学理念和目标、教学内容改革、考试方法、教材建设、网络化教学建设等多个方面阐述新形势下大学药剂学双语教学的特色发展方法.     

第二军医大学创新教育中存在的问题及对策

目的：探讨进一步完善第二军医大学创新教育的策略。方法：分析了现阶段本校在创新教育过程中暴露出的新问题,并根据实际情况提出了应对的措施。结果：相关策略可为医学院校创新教育的全方位、多途径和可持续发展提供参考。结论：为应对创新教育中不断出现的新问题,应逐步优化实施的过程。     

结核病患者全程健康教育需求的调查及对策

目的：为进一步实施全程有效的结核病健康教育，控制结核病的发展。方法：对136例住院患者采用自行设计的问卷进行调查，了解结核病患者在治疗期间的健康需求程度。结果：90％以上患者强烈需要了解入院时的病情、治疗方法及效果，治疗期间抗结核药物的用法、副作用等；92．65％患者需要出院后的用药和复诊指导。结论：结核病的治疗是一个较为长期的过程，应根据患者的需求开展全程、综合、重点的连续性健康教育，使患者建立健康信念和行为，促进全面康复。     

A Global Health Elective Course in a PharmD Curriculum

Objective. To describe the design, development, and the first 4 implementations of a Global Health elective course intended to prepare pharmacy students pursue global health careers and to evaluate student perceptions of the instructional techniques used and of skills developed during the course.Design. Following the blended curriculum model used at Touro College of Pharmacy, the Global Health course combined team-based learning (TBL) sessions in class, out-of-class team projects, and online self-directed learning with classroom teaching and discussion sessions.Assessment. Student performance was assessed with TBL sessions, team projects, and class presentations, online quizzes, and final examinations. A precourse and postcourse survey showed improvement in global health knowledge and attitudes, and in the perception of pharmacists’ role and career opportunities in global health. Significant improvement in skills applicable to global health work was reported and students rated highly the instructional techniques, value, and relevance of the course.Conclusion. The Global Health elective course is on track to achieve its intended goal of equipping pharmacy students with the requisite knowledge and applicable skills to pursue global health careers and opportunities. After taking this course, students have gone on to pursue global field experiences.     

The many faces of social anxiety disorder

Social anxiety disorder, also known as social phobia, is one of the most prevalent anxiety disorders, affecting 7-13% of subjects in the community at some time in their lives. Despite being eminently treatable, it remains largely under-recognised and, therefore, undertreated. The disorder is characterized by a fear of scrutiny by others, with sufferers experiencing excessive anxiety in social and performance situations. This excessive anxiety usually leads to avoidance behaviour that can severely affect normal daily living. With onset commonly occurring during childhood or adolescence, social anxiety disorder may disrupt normal patterns of development of social and personal relationships, often having a long-term impact on emotional stability in social or working life. If left untreated, the course of social anxiety disorder is frequently complicated with comorbid conditions, particularly major depression or substance abuse. This review assesses the size of the clinical problem by evaluating current and lifetime prevalence estimates, age of onset, risk factors and evolution of the clinical course; thereby providing the rationale for early recognition and prompt treatment.     

Ethical issues arising in pharmacoepidemiologic research in a community hospital in Crete, Greece

This paper presents the various issues encountered in planning, designing, performing, and reporting pharmacoepidemiologic research. Five hundred and fifty-one indigent patients insured by Social Care visited the Hospital Pharmacy of Chania General Hospital, and were compared with 551 patients insured under Social Security funds who visited three community pharmacies. The study had no external funding. Before we started the study, we officially sought approval from the Scientific Committee of our Hospital and from the local Pharmaceutical Association. We asked also for approval from the Medical School of the University of Crete. Patient privacy was of great concern in the design and performance of the study. The law in Greece, according to the directives of European Union, affects the way we use records in hospitals and protect patient rights. After these studies were completed, we made proposals to the authorities concerning continuous health education for both patients and health workers. Pharmacoepidemiologic research is difficult in hospitals outside universities or institutions, because of the lack of adequate funding and grants to support research staff.     

Evaluation of a professional development course for pharmacists on laboratory values: can practice change?

Objectives The practice environment in Alberta has emerged as the most unique in North America, including access to laboratory values, a province‐wide electronic health record and legislation to support additional prescribing authority for qualified pharmacists. A course to help pharmacists integrate laboratory values in their medication management of patients was introduced to prepare pharmacists for these changes. The purpose of this study was to evaluate pharmacists' experience with a continuing professional development (CPD) course and its impact on pharmacists' knowledge, confidence and change in practice. Methods A 12‐week CPD course for pharmacists on interpreting laboratory values was delivered as a 2‐day interactive workshop followed by three distance‐learning sessions. The evaluation explored pharmacists' knowledge and confidence using laboratory values in practice, changes in practice and effectiveness of course delivery through pre‐ and post‐course surveys and interviews. Key findings Pharmacists' knowledge about laboratory tests and confidence discussing and using laboratory values in practice significantly improved after course completion. The blended delivery format was viewed positively by course participants. Pharmacists were able to implement learning and make changes in their practice following the course. Conclusions A CPD course for pharmacists on integrating laboratory values improved pharmacists' knowledge and confidence and produced changes in practice.     

Implementation and faculty assessment of an oral examination in a therapeutics course in a distance synchronous education pharmacy programme

Objectives To describe the process and implementation of an oral exam in a large class with distance synchronous education technology and to evaluate the faculty's perspective of the development, administration, and assessment of the oral exam. Methods The Department of Pharmacy Practice at Nova Southeastern University, USA, created two patient cases for the oral exam per course over two semesters within the Therapeutics and Pathophysiology course sequence to be distributed across three campus sites. The faculty's perspective was evaluated utilizing a questionnaire distributed via an online survey. Key findings The oral exam was administered simultaneously across three campuses to a total of 464 students over two semesters. A total of 42 faculty members assisted in the exam process. Four cases were developed for the two exams, with detailed answer keys to minimize subjectivity in grading. Twenty‐eight faculty members (66%) completed the assessment questionnaire. Most faculty were in support of continuing to administer the oral exam in subsequent therapeutic courses. Conclusions Implementation of an oral exam in a large class with synchronous education via distance campuses is feasible. However, exam coordinators must take into account logistics such as time commitment from faculty, adequate facilities and detailed case and key development.     

The 4-Year Evolution of a Social and Behavioral Pharmacy Course

Objective. To evaluate the impact of 3 sequential course revisions on student performance in and perceived value of a social science-based course.Design. The initial revision emphasized study of the primary literature and traditional assessments of student learning. Subsequent course revisions emphasized active learning and reflective assessment methodologies.Assessment. The syllabi, grade distributions, and course evaluations were collected at baseline and after each revision and compared. Student performance in and their perceived value of the course declined after the initial course revision, but significantly improved after subsequent revisions with performance measures returning to baseline.Conclusion. Positioning social science-based courses as a bridge to practice while using active-learning techniques to deliver content had a positive impact on students’ perceived value of this Social and Behavioral Pharmacy course without compromising performance measures.     

从零起步创建国家特色药学专业

教育质量是我国高等教育事业改革和发展的主要目标,加强内涵建设是提高教育质量的根本保证.海南医学院紧密结合国家战略和海南省医药产业对高等药学专业人才的重大需求,从零起步,努力探索以"省重点学科、省重点实验室和国家特色专业三位一体共同建设"、熔铸特色为核心的内涵发展道路,创建国家特色专业.在国家教育质量工程建设中,强化质量提高是核心、提高学科水平是基础、加强教师队伍建设是关键、突出办学特色是优势的方针,经过努力取得了可喜成绩.     

Active-learning implementation in an advanced elective course on infectious diseases

Objectives. To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies.Design. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise.Assessment. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students’ awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students’ ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills.Conclusion. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.