模拟药房在药理学教学改革中的实践初探

目的探讨模拟药房在药理学教学改革中的作用。方法在本校12级药学专业学生(104名)的药理学教学中,前后采用传统教学法和模拟药房情景教学法,并对比这两种教学方法的教学效果。结果模拟药房情景教学法与传统教学法相比有显著性优势(P<0.01)。结论模拟药房情景教学法能提高药理学教学效果。     

模拟药房教学实践

目的:为提高药学专业学生的实践能力提供参考。方法:在教学过程中模拟药房的调剂、处方审核、药品咨询、用药评价等工作岗位进行教学。结果与结论:经过模拟药房的药学实践,该教学方法能提高学生的实践技能,有助于激发学生的学习兴趣和职业责任感,有利于培养复合型医药人才。     

基于培养药学服务能力为目的的高职药理学教学改革与实践

采用任务驱动法,通过现场模拟、角色扮演等方式的一体化教学,对药理学教学模式和方法进行改革,修订课程标准,重组实践教学内容,改革考核方式,使课程内容对接企业岗位,激发学生学习兴趣,提高学生实践能力,培养学生药学服务意识,提高教学效果。     

"模拟药房"在药理学教学中的作用

传统的药理学教学就是按照教材上的要求，讲解药物的药理作用、临床应用、不良反应等。为了让学生在走出校门后很快适应工作，笔尝试在药理学教学中充分发挥“模拟药房”的作用，努力提高学生的实践能力。     

多种教学方法在药理学教学中的运用

目的:提高药学专业本科生自主学习、科学思维及实际应用能力。方法:采用基于团队的学习法(TBL)、基于问题的学习法(PBL)、情景模拟等多种教学方法和手段,并在教学过程中引入循证医学理念。结果:提高了学生学习兴趣及自主学习能力,学生懂得了药理学教材中的某些理论可能被循证医学研究结果修正或补充完善。结论:药理学教学过程中采用多种教学方法和手段有助于提高学生自主学习能力,引入循证医学理念是有益的尝试,有助于培养学生科学和批判的精神。     

药理学实验一体化教学方法及手段的改革与实践

目的 为了完成医学高职高专学生人才培养目标,探讨药理学实验一体化教学的方法和手段,为基层、社区培养“下得去、留得住、用得上”的药理学复合型和技能型人才。方法 在2012级临床医学专业中随机选取1~3班,共计186名学生作为实验组,采用药理学实验改革教学模式教学：把现代化教学手段引入药理学实验;把设计性实验引入药理学实验教学中;在药理学实验教学中引入改良PBL（基于问题的学习）教学方法;将双盲法引入药理学实验课教学中;优化药理学实验考核方式和内容。护理1~3班302名学生为对照组,采用传统药理学实验方法教学。结果 两组学生考试成绩用t检验,两组学生的药理学实验考核成绩和药理学总评成绩比较,差异有统计学意义（P〈0.05）,药理学理论考试成绩差异无统计学意义。结论 药理学实验教学方法和手段的改革与实践,提高了学生的学习兴趣和成绩,也提高了学生推理和处理多种问题的能力,改变了药理学实验的传统教学模式。     

临床药理学的教学实践与体会

目的为提高临床药理学的教学效果提供参考。方法在教学实践中,从提高教师素质、改善教学方法、培养学生自学能力方面着手,对临床药理学的教学进行改革。结果与结论临床药理学教师通过提高自身的临床专业素质,采用灵活多样的教学方法及适宜的教学辅助工具、培养学生自学能力等手段,可以提高学生的学习积极性,取得良好的教学效果。     

我校制药工程专业药理学教学改革的实践与探索

目的:为制药工程专业药理学教学实践提供参考。方法:根据药理学课程的特点与专业培养目标,探索药理学教学的新思路,从学生学习态度、教师自身业务素质、教学内容、教学方式与方法等诸多方面入手,进行改革与探索。结果与结论:通过以上措施,提高了学生学习药理学课程的积极性,取得了良好的教学效果。根据专业和学生特点,有针对性地进行课程教学的改革,可显著提高药理学教学质量。     

制药工程专业药理学教学改革与实践

目的:为提高制药工程专业药理学教学水平提供参考。方法:针对药理学课程的特点,从药理学课程教学内容、教学方法与手段、实验教学及课程考核等方面进行了教学改革。结果与结论:通过优化教学内容、采用"一课多样"的教学方法、加强实践教学、改革考核方式等措施,激发了学生自主学习的积极性,培养了学生将知识运用于实践的能力,提高了教学质量。     

药理学教学中的“微思政”及实践路径探索

针对当前医药行业频发药害事件的现状以及药学专业学生职业道德教育中存在的主要问题,提出以"微思政"的方式,将思政元素融入药理学专业课程教学中,加强贯彻"全方位、全过程"育人理念,实现"知识传授"与"价值引领"有机结合,以潜移默化的方式培养和提高药学专业学生的职业道德水平。     

Pharmacology, an innovative factor in therapeutic research

As members of the pharmacology training group set up by the committee of pharmacological science of the French Academy of Pharmacy, we examine the situation of pharmacology in drug discovery. Today, it is obvious that by integrating genome sequencing, cellular and molecular biology, and bioinformatics, pharmacology has become a cross-disciplinary science. Pharmacologists must become knowledgeable in a wide range of domains, using the major points in each to direct them towards the discovery and development of new therapeutic agents. It is also clear that pharmacology remains a major factor in the different steps of drug discovery, from the molecular and cellular stages, to clinical and pharmaceutical developments.     

Pharmacy Education in Vietnam

Pharmacy education programs in Vietnam are complex and offer various career pathways. All include theory and laboratory modules in general, foundation, and pharmaceutical knowledge; placements in health facilities; and a final examination. The various pharmacy degree programs allow specialization in 1 or more of 5 main fields: (1) drug management and supply, (2) drug development and production, (3) pharmacology and clinical pharmacy, (4) traditional medicine and pharmacognosy, and (5) drug quality control, which are offered as main specialization options during the reformed undergraduate and postgraduate programs. However, pharmacy education in Vietnam in general remains product oriented and clinical pharmacy training has not received adequate attention. Only students who have obtained the bachelor of pharmacy degree, which requires a minimum of 5 years of study, are considered as fully qualified pharmacists. In contrast, an elementary diploma in pharmacy awarded after 1 year of pharmacy study permits entry into more junior pharmacy positions. Since the 2000s, there has been a surge in the number and types of schools offering pharmacy qualifications at various levels.     

临床药学专业实习教育机制探索

临床药学专业实习教育是高等临床药学专业教育的重要组成部分，是将药学和医学知识融会贯通的重要阶段，是培养临床药学实践技能、提高综合素质的关键时期。抓好实习教育将有利于临床药学专业学生的培养和市场要求。从临床药学专业实习教育的各个环节包括实习基地建设、实习管理和毕业论文写作方面作了详细介绍。     

Redefining the pharmacology and pharmacy subject category in the journal citation reports using medical subject headings (MeSH)

Background The Journal Citation Reports (JCR) Pharmacology and Pharmacy subject category is heterogeneous. The inclusion of journals with basic and clinical scopes, which have different citation patterns, compromises comparability of impact factors among journals within the category. Objective To subdivide the Pharmacology and Pharmacy category into basic pharmacology, clinical pharmacology, and pharmacy based on the analyses of Medical Subject Headings (MeSH) as a proxy of journals’ scopes. Setting JCR. Method All articles, and respective MeSH, published in 2013, 2014, and 2015 in all journals included in the 2014 JCR Pharmacology and Pharmacy category were retrieved from PubMed. Several models using a combination of the 14 MeSH categories and specific MeSH tree branches were tested using hierarchical cluster analysis. Main outcome measure Distribution of journals across the subcategories of the JCR Pharmacology and Pharmacy subject category. Results A total of 107,847 articles from 214 journals were included. Nine different models combining the MeSH categories M (Persons) and N (Health Care) with specific MeSH tree branches (selected ad-hoc) and Pharmacy-specific MeSH (identified in previous research) consistently grouped 142 journals (66.4%) in homogeneous groups reflecting their basic and clinical pharmacology, and pharmacy scopes. Ultimately, journals were clustered into: 150 in basic pharmacology, 43 in clinical pharmacology, 16 in basic pharmacology and clinical pharmacology, and 5 in pharmacy. Conclusion The reformulation of the Pharmacology and Pharmacy category into three categories was demonstrated by the consistent results obtained from testing nine different clustering models using the MeSH terms assigned to their articles.     

美国的药学博士教育

随着医药工业化进程的加剧和药学服务模式的变化而产生、发展的药学博士教育,现已成为美国唯一的药学入门学位。药学博士教育改变了传统单一、以“药”为中心的药学教育模式,转而更加注重与临床的结合,学生在获得学位前必须积累较为丰富的临床实际用药经验。相应的药学博士的培养时间从原药学本科的四年提高到高中毕业后六年以上或药学本科毕业继续三到四年的时间。     

Pharmacist's Management of Drug-Related Problems: A Tool for Teaching and Providing Pharmaceutical Care

During the development of education and practice models based on the philosophy of pharmaceutical care (PC), six pharmacists worked with the University of Toronto Faculty of Pharmacy to implement the PC model in their practice sites. These pharmacists found it necessary to modify existing tools to create one that explicitly guided them through the PC process, including the phase of monitoring patients for desired outcomes. This resulted in the development of the Pharmacist's Management of Drug Related Problems. This tool requires pharmacists to collect patient drug and medical data and write responses to specific questions about the data to interpret their significance. As proficiency in providing PC is attained, the questions and space for written responses can be eliminated, leaving a comprehensive documentation system of patient outcomes and the data collected, recommendations made, and monitoring completed by the pharmacist. This tool has been adopted by the University of Toronto Faculty of Pharmacy and is being used in various continuing education programs and by practicing pharmacists across Canada.     

Clinical Pharmacy Education in China

Pharmacy education in China focuses on pharmaceutical sciences, with the bachelor of science (BS) of pharmacy as the entry-level degree. Pharmacy practice curricula in these programs are centered on compounding, dispensing, pharmacy administration, and laboratory experiences, which are the traditional responsibilities for pharmacists. Additional graduate-level training is available at the master of science (MS) and the doctor of philosophy (PhD) levels, most of which concentrate on drug discovery and drug development research. Presently, the emphasis in practice is beginning to shift to clinical pharmacy. With this change, additional degree offerings are being developed to meet the growing demand for clinical pharmacists. There is also interest in developing more clinical skills in practicing pharmacists through additional non-degree training. The Ministry of Education is considering a proposal for an entry-level professional degree of master and/or doctor in clinical pharmacy similar to the doctor of pharmacy (PharmD) degree in the United States.     

Bridging the gap: improving safe prescribing from university to workplace

One of the challenges for Foundation Year 1 junior doctors is to apply the theoretical pharmacology from their undergraduate years into practical prescribing. The EQUIP study in 2009 investigated the causes of prescribing errors by junior doctors. Respondents in the study reported deficiencies in their education for prescribing skills and error prevention. The study suggested more could be done during undergraduate education to link theory with practice. This article describes an initiative from a hospital clinical pharmacy team to address this gap in contextual prescribing skills. Final year medical students (FY0s) were allocated to the Belfast Trust for an 11 week placement. The Clinical Pharmacy team developed a 3 h FY0 workshop focusing on practical prescribing scenarios identified as high risk by local medicines safety teams. The workshops included simulated case studies requiring the FY0 student to discuss medicine use with patients, prescribe admission drug charts and use local guidelines to safely prescribe high risk medicines. Each student was assessed using direct observation of procedural skills (DOPS). Feedback was overwhelmingly positive. Students appreciated the practical elements of the workshop. Initially there was an over-reliance on written medication history without verbally engaging the patient. Following pharmacist feedback before the DOPS students demonstrated a clear improvement in patient communication. Feedback from the FY0 students also identified additional learning needs that formed the basis of further teaching.     

Unifying a profession and a health care system: Building the case for a “one pharmacy” global community

The rational use of medicines to achieve better patient outcomes is a global concern. This need has pressured the practice of pharmacy to move away from focusing only on dispensing of the drug product towards the patient's appropriate utilization of the medicine. PharmAlliance, a unique partnership among three leading schools of pharmacy at the University of North Carolina at Chapel Hill (United States), Monash University (Australia), and University College London (United Kingdom), convened a Global Summit of Pharmacy Practice Innovation in November 2017 to bring together the leaders of the professional associations of the three countries to dialogue about how to lead the identified changes. A framework of “One Pharmacy Community” resulted from the discussions and was conceptualized from the overarching theme of the Summit. Recognizing and articulating these similarities into a One Pharmacy Community framework enables the development of a consistent global nomenclature of pharmacy services. The four pillars that resulted from the conversation are education, research, practice, and collaboration. Each of these are essential and dependent on the other in order to enable pharmacy practice to meet the global requirements of patient-focused health care design and delivery. This article describes the framework and each of the pillars.