本科生参加药学科研实践的探索与认识

作为一名一年级本科生,笔者于2007年暑期参加了科研课题为"新药筛选技术平台研究"的第一次探索,这不仅让其的科研技能得到了初步的锻炼和提高,而且让其感受到:没有药界前辈们不畏风险与艰辛研制新药所做出的杰出贡献,就没有今天人类的和谐安康。这次探索,磨砺了笔者意志品格,让其体会到:从事药学研究既要有扎实的理论基础,又要有熟练的操作技能;既要有不辞辛劳的献身精神,又要有一丝不苟的谨慎态度;既要有忘我工作的热情,又要有不急不躁的心情,善于从偶然现象中发现问题;科学研究不是一帆风顺的,不能因为失败而灰心丧气。     

药学本科生科研素质的培养模式

加强药学本科生的科研素质培养是当今药学高等教育的重要使命。近几年来,温州医学院药学院大力加强学生科研素质的培养,主要做了几项工作：重视培养学生的科研意识和兴趣;建立一支稳定、高素质的教师队伍,实施本科生导师制;充分发挥学院的科研教育资源,开展开放性实验;大力发挥学院团学组织的作用,精心组织各类学生课外科研活动;大力表彰学生科研成果,激发学生参与科研的积极性。     

医学本科生早期接触科研工作模式的探究

创新精神在任何领域都不容忽视,而科学研究应是医学生在本科阶段创新思维的最好体现。但是对于传统的本科生来说,科研只是一个可望而不可及的概念。而通过组建本科生的科研团队,不仅为本科生开展科研活动提供了有效途径,而且还能兼顾科学素养与实践能力的培养。本科生科研团队这一模式作为新时期下医学院校培育人才模式的探索,在提高学生创新意识和综合素质方面起到了模范作用。     

本科生参与科研实践在素质教育中的意义

本科生参与科研实践中是药学专业素质教育的一种有效形式,符合我国现阶段药学本科教育的任务要求,也具有一定的可行性。运用好这一形式,对提高本科生科研能力和品质具有多方面的积极意义。     

药学专业本科生导师制的探索

当前,我国不少高校根据本科新生培养的特殊性,相继推出本科生导师制度.这是一种全新的、富有挑战性的教育模式改革.总结苏州医学院实行导师制的实践与探索的情况,并提出了进一步完善新形势下高校实施本科生导师制面临的主要问题以及完善导师制的一些设想,以期更好地发挥本科生导师制的优势,为我国社会经济发展培养更多更优秀的药学专业人才.     

“五常法”对本科生护士科研能力培养的探索

运用"五常法"对本科生护士进行管理,加强本科生护士科研意识及能力的培养,从而带动医院各级护理人员参与科研的积极性,有效提高其参与撰写论文和科研的能力,从而提高医院整体护理科研水平。"五常法"起源于日本,是企业用来提供单位安全、改善品质环境、增加效率、减少故障、提升企业形象及效力的一种先进的管理方法[1],即采用常组织、常整顿、常清洁、常规范、常自律5个方面进行管理。     

医学检验本科生实习教学探索

为提高医学检验本科生实习教学质量，使医学检验实习教学进一步规范化，在保证教学质量的前提下有所创新，多年来我科在医学检验本科生实习教学方面进行了探索，积累了较丰富的经验，现总结如下：     

以综合性实验教学提升本科生科研素质的思考

现代生物技术为新药的顺利研制和发展开辟了广阔的前景。为培养本科生对生物技术的知识理解和动手能力,中山大学药学院现代药学生物技术实验课进行了深入的改革和大胆的探索,自2009年开始开展了具有特色的全新课程《现代药学生物技术综合大实验》。笔者从课程设置出发。结合教材内容、课程实践、及课堂反馈,对大实验进行了总结,就其授课模式、教材设计以及课程效果进行了探讨,并对于此门大实验的开展能否在全国医药类高等院校进行进一步推广进行了思考。     

开展临床药学工作的实践经验

目的介绍开展临床药学工作的方法。方法结合开展临床药学工作的实践。结果参与临床查房、处方点评、药物咨询以及不良反应监测等是提高医院合理用药水平的有效措施。结论开展临床药学工作是可行的也是必要的。     

药学本科生实习带教新模式的探索

毕业实习是学生从学校走向社会的特殊阶段，同时也是学生的理论知识与工作实践初次有机结合的过程。“大力加强实践教学，切实提高大学生的实践能力”是教育部对高等院校教育工作提出的要求。由此可见，毕业实习是教育中非常重要的一环，对提高学生的综合素质，培养学生的创新精神与实践能力具有不可替代的作用。     

药学本科生探究型课题的实践与效果

结合课题组开展探究型课题实践工作,论述大二学生进入课题组的必要性,从中请探究型课题、课题实施、结题几个方面进行探讨,阐明大二学生进入课题组进行科学实验对培养其综合科研能力具有重要意义。     

Evaluation of a Fourth-Year Student Pharmacist Research Process at a Community Teaching Health System

Objective. To evaluate a process developed to support research by fourth-year student pharmacists enrolled in an advanced pharmacy practice experience at a health system affiliated with a school of pharmacy.Methods. In 2017, clinical, non-tenure track faculty transitioned from facilitating a fourth-year research elective to implementing a new student research process that matches students to research preceptors at the beginning of the academic year and provides training and resources to them throughout the year. This pre-post study evaluated student pharmacist research participation, dissemination, and placement into a residency or job position at the time of graduation, and then compared data for the three years before the new process was implemented to data for the three years after implementation.Results. Thirty-three fourth-year students assigned to the health system graduated from 2015 to 2017, and 31 graduated from 2018 to 2020. The percentage of students in each cohort who completed research projects increased significantly (48.5% vs 87.1%), the number of projects increased significantly (18 vs 35), the number of presentations increased significantly (29 vs 63), and the number of publications increased significantly (9 vs 20). The percentage of research students who pursued postgraduate training increased (68.8% vs 96.3%), as did their rate of placement into training programs (81.8% vs 92.3%). Of those students who did not participate in research, the percent who pursued training also increased (17.6% vs 75%), but the rate of placement remained the same (66.7%).Conclusion. Matching fourth-year student pharmacists to research preceptors at the beginning of the academic year and providing them with training and resources throughout the year was associated with increased research productivity.     

基层医院药学部(药剂科)科研工作管理的实践与思考

目的:为基层医院药学部(药剂科)科研工作管理提供方法与思路。方法:结合我部科研工作管理的实践进行分析。结果与结论:基层医院应从努力争取医院领导支持、强化科研意识、加强人才建设、围绕本职工作选好科研课题、抓住特色发挥优势、开展科研协作等方面开展科研工作。     

科研实验室服务本科生创新性实验的探索

科研实验室作为本科生创新性实验的重要实践平台，不管是在硬件条件还是创新文化氛围方面，都具有其独特的优势。以近年来本科生创新性实验团队在发光与实时分析教育部重点实验室的科研实践，分析总结了本科生创新实践教育的几点体会与思考，对于又快又好发现和培养更多的研究型人才，大力促进当前本科生实践教育具有重要意义，具有较好的借鉴和推广价值。     

引导药学专业本科生尽早树立执业药师意识

根据一项针对专业本科生的调研,就帮助药学本科生尽早树立执业药师意识进行了探讨,提出了通过更新药学教育观念、调整课程体系、改进教学方法和使用执业药师考试题型等措施,强化学生药学专业综合技能的培养,从而为提供高质量的药学服务奠定基础。     

以就业为导向促进课程设置改革

中等职业教育要以就业为导向、以就业岗位需要为核心设置专业并开发课程。对医药中等职业教育层次的专业、课程及教学进行改革，从而使毕业生的一次就业率达97％以上，再就业率达100％，各专业毕业生受到用人单位的欢迎。     

An Advanced Pharmacy Practice Experience in Leadership Development

Objective. To describe the development and implementation of an advanced pharmacy practice experience (APPE) in leadership.Methods. A leadership APPE was created and continuously improved over five years from being mostly content-oriented to being more of an experiential offering by identifying and implementing rich, practical leadership experiences. Activities included PhotoVoice, Power of Full Engagement, What’s Your Passion?, Transformational Leadership, Speech Acts, a Mindfulness Retreat, PeoplePack Dynamics, and a rowing experience at an Olympic training facility. After five years of developing and refining the APPE, faculty coordinators sought student feedback on the APPE beyond using a standardized APPE evaluation form students complete at the end of each rotation.Results. The majority of students agreed with all of the evaluation items. Items with the highest mean agreement included: content from previous didactic leadership courses were reinforced in the rotation; relevance of the rotation to one’s career; rotation objectives facilitated learning; and a variety of teaching methods helped in applying knowledge to future practice. Analysis of comments regarding the leadership APPE identified three main themes: gratitude, development, and more connection.Conclusion. An elective APPE with the primary purpose of leadership training and development can be created and incorporated into the Doctor of Pharmacy curriculum. This leadership APPE can serve as an example for other institutions interested in implementing a similar experience.     

The Impact of an Early Clinical Experience on Pharmacy Student Learning About Ambulatory Care Practice

Objective. To determine whether student confidence in their knowledge of ambulatory care pharmacy and ability to contribute to patient care in this setting increased after participating in an ambulatory care introductory pharmacy practice experience (IPPE), and whether it changed student interest in pursuing a career in ambulatory care pharmacy.Methods. Second-year pharmacy students (n=86) completed a required ambulatory care experience which included four hours of didactic work and 13.5 hours of clinic experience with an ambulatory care pharmacist. Before and after the experience, students completed an eight-question survey in which they rated their confidence in their knowledge of ambulatory care practice and in providing patient care in this setting, as well as their interest in a career in ambulatory care. A five-point Likert scale was used to assess student confidence (1=not at all confident, 5=very confident) and interest in ambulatory care (1=not at all interested, 5=extremely interested). The Wilcoxon signed rank test was used to compare pre-post survey responses.Results. Eighty-five pharmacy students completed both the pre- and post-survey. Median scores on the post-intervention test increased from 3 to 4 in seven of the domains assessed. Student interest in a career in ambulatory care remained unchanged.Conclusion. An ambulatory care IPPE increased student confidence in their understanding of ambulatory care pharmacy practice and caring for patients in this setting.     

Sustainability of a Practice-based Interprofessional Introductory Pharmacy Practice Experience Course

Objective. To describe a successfully sustained interprofessional introductory pharmacy practice experience (IPPE) in which third-year pharmacy students were paired with nonpharmacist practitioners.Methods. Course data were retrospectively reviewed and analyzed to reveal details about the program. Provider participant numbers and student perception data were reviewed and reported on.Results. The number of students and providers participating increased during the 13 years of the program. On average, preceptors participated for 3 years and hosted 4 pharmacy students. Students consistently agreed the course helped increase student communication competencies and integration into interdisciplinary practice (mean agreement of 88.4% and 91.6%, respectively).Conclusion. A required interprofessional IPPE course designed to develop students’ self-confidence working and communicating with nonpharmacist practitioners has been successfully sustained for more than a decade. Students report improvements in self-confidence and achievement of the course’s primary outcomes.