摘要
目的探讨改良式迷你临床演练评估(Mini-CEX)教学法提高规范化培训药师临床思维能力及教师教学效能感的效果。方法选择中国科学技术大学附属第一医院国家临床药师培训基地2019级、2020级72名学员为研究对象,随机分为对照组和观察组,各36名。两组均采用常规带教,观察组增加改良式Mini-CEX带教。比较两组学员出科时改良式Mini-CEX各维度评分,评估观察组改良式Mini-CEX评测效果的内在影响因素,并比较实施前后师资的教学效能感得分。结果观察组在药学问诊、药学监护、用药宣教和指导、药学判断、组织效能、整体临床胜任能力等方面评分均显著高于对照组(P<0.05);观察组优秀学员经历3次及以上Mini-CEX、师生相互反馈积极并有持续改进行为的比例较非优秀学员高(P<0.05)。与改良式Mini-CEX实施前比较,实施后师资的一般教学效能感、个人教学效能感得分均显著升高(P<0.05)。结论改良式Mini-CEX能适应临床药师规范化培训的专科特色,通过“评价-反馈-改进-再评价”不断循环,可提高药师的临床实践能力,改善师资的教学效能感。
Objective To investigate the effect of modified mini-clinical evaluation exercise(Mini-CEX)on improving the pharmacists’clinical thinking ability and teachers’teaching efficacy in standardized training.Methods A total of 72 trainee pharmacists in the grade 2019 and 2020 of the National Clinical Pharmacist Training Base of the First Affiliated Hospital of University of Science and Technology of China were selected as the subjects and randomly divided into the observation group and the control group,36 trainees in each group.The conventional teaching model was adopted in both groups,and the modified Mini-CEX teaching model was added in the observation group.After the standardized training,the scores of each dimension of the modified Mini-CEX were compared between the two groups,the internal influencing factors of the evaluation effect of the modified Mini-CEX in the observation group were evaluated,and the scores of teachers’teaching efficacy before and after the implementation of the modified Mini-CEX were compared.Results The abilities of pharmacy consultation,pharmaceutical care,medication guidance,pharmacy judgment,organization efficiency,overall clinical competence in the observation group were higher than those in the control group(P<0.05).In the observation group,the proportion of excellent pharmacists who experienced Mini-CEX three times or more,had positive feedback from teachers and students and continuous improvement behavior was higher than that of non-excellent pharmacists(P<0.05).After the implementation of the modified Mini-CEX,the scores of teachers’general teaching efficacy and personal teaching efficacy were significantly higher than those before the implementation(P<0.05).Conclusion Modified Mini-CEX can adapt to the specialized characteristics of standardized training of clinical pharmacists.Through the continuous cycle of″evaluation-feedback-improvement-re-evaluation″,it can improve the pharmacists’clinical thinking and practical ability,and improve teachers’teaching efficacy.
作者
周冉
方玉婷
冯晓俊
苏丹
沈爱宗
ZHOU Ran;FANG Yuting;FENG Xiaojun;SU Dan;SHEN Aizong(Department of Pharmacy,The First Affiliated Hospital of University of Science and Technology of China,Hefei,Anhui,China 230001)
出处
《中国药业》
CAS
2021年第18期13-16,共4页
China Pharmaceuticals
基金
国家自然科学基金青年科学基金[82003740]
2020年安徽省高等学校省级质量工程项目[2020jyxm2326]
中国科学技术大学质量工程项目[2021xjyxm144]。
关键词
迷你临床演练评估
临床药师规范化培训
临床思维
教学效能感
药学教育
Mini-CEX
standardization training of clinical pharmacists
clinical thinking
teaching efficacy
pharmaceutical education
