Practice and reflection on cultivating professional ability of hospital pharmacists based on action learning method

Published on Jul. 02, 2024Total Views: 293 times Total Downloads: 111 times Download Mobile

Author: WAN Lingli ZHANG Liangming LUO Gang CHEN Xinyi LI Hongqing XING Xiangyi ZENG Qian PENG Zhengying  MAO Guangming

Affiliation: Department of Pharmacy, Panzhihua Central Hospital, Panzhihua 617067, Sichuan Province, China

Keywords: Action learning method Pharmacists Pharmaceutical services Practicing ability Teaching and training Higher order thinking

DOI: 10.12173/j.issn.1008-049X.202401186

Reference: WAN Lingli, ZHANG Liangming, LUO Gang, CHEN Xinyi, LI Hongqing, XING Xiangyi, ZENG Qian, PENG Zhengying, MAO Guangming.Practice and reflection on cultivating professional ability of hospital pharmacists based on action learning method[J].Zhongguo Yaoshi Zazhi,2024, 27(6):1082-1088.DOI: 10.12173/j.issn.1008-049X.202401186.[Article in Chinese]  Copied

Abstract
Full-text
References

Abstract

Objective To explore the effect of training mode based on action learning on improving the practicing ability of hospital pharmacists.

Methods Thirty pharmacists who received training from September 2022 to December 2023 at Panzhihua Central Hospital were randomly divided into an education reform group (16 cases) and a routine group (14 cases). The education reform group adopted a routine teaching method based on action learning,while the routine group adopted a routine teaching method. The differences between the two groups of pharmacists in theoretical knowledge, practical operation, pharmaceutical services, emergency response, and comprehensive quality were compared.

Results The pharmacists in the education reform group were better than the routine group in prescription review, clinical medication analysis, pharmaceutical services, emergency response, andcomprehensive quality. The difference was statistically significant (P<0.05).

Conclusion The teaching model based on action learning can effectively enhance the higher order thinking ability of pharmacists and help them better apply medical knowledge and skills to serve patients and physicians.

Full-text

Please download the PDF version to read the full text: download

References

1.国家卫建委. 关于加强药事管理转变药学服务模式的通知[EB/OL]. (2017-07-05)[2024-01-15]. http://www.nhc.gov.cn/yzygj/s7659/201707/b44339ebef924f038003e1b7dca492f2.shtml.

2.国家卫建委. 关于加快药学服务高质量发展的意见[EB/OL]. (2018-11-21)[2024-01-16]. http://www.nhc.gov.cn/yzygj/s7659/201811/ac342952cc114bd094fec1be086d2245.shtml.

3.王尤婕, 王皓, 葛卫红, 等. 我国临床药学专业本科实习生在校课程体系研究[J]. 药学教育, 2019, 35(2): 65-70. [Wang YJ, Wang H, Ge WH, et al. Research on the curriculum system of undergraduate clinical pharmacy interns in China[J]. Pharmaceutical Education, 2019, 35(2): 65-70]. DOI: CNKI:SUN:YXJO.0.2019-02-019.

4.李嘉琪, 王佳琦, 盛梦迪, 等. 基于内容分析法的临床药师岗位胜任力指标构建[J].中国药师, 2024, 27(2): 325-335. [Li JQ, Wang JQ, Sheng MD, et al. Construction of post competency index of clinical pharmacists based on content analysis[J]. China Pharmacist, 2024, 27(2): 325-335. ] DOI: 10.12173/j.issn.1008-049X.202311050.

5.马菱霞. 行动学习法在国企党校教学中的应用与思考——以“世界咖啡”技术为例[J]. 北京石油管理干部学院学报, 2020, 27(4): 65-68. [Ma LX. Application and thinking of action learning in the teaching of state-owned party schools——taking "World Coffee" technology as an example[J]. Journal of Beijing Petroleum Managers Training Institute, 2020, 27(4): 65-68.] DOI: CNKI:SUN: SYGG.0.2020-04-015.

6.Young TL,Carter EL,Frerichs L, et al. Action learning cohort series: an innovative community-engaged approach for translating research into practice[J]. Health Promot Pract, 2021, 22(1): 63-71. DOI: 10.1177/1524839919858592.

7.Rimanoczy I. Action learning and action reflection learning: are they different?[J]. Ind Commer Train, 2007, 39(5): 246-258. DOI: 10.1108/00197850710761936.

8.Kolb D. Experiential learning: experience as the source of learning and development[M]. London: Prentice Hall, 2015: 12-14.

9.Pedler M, Abbott C. Facilitating action learning: a practitioner's guide[M]. Maidenhead: Open University Press, 2013: 218-221.

10.王瑾, 郑明琳, 樊萍. 规范化药品管理在日间手术病房中的探索与实践[J]. 华西医学, 2020, 35(2): 207-209. [Wang J, Zheng ML, Fan P. Exploration and practice of standardized drug management in day surgery ward[J]. West China Medical Journal, 2020, 35(2): 207-209.] DOI: 10.7507/1002-0179.202001013.

11.李黎, 李茁, 朱亚宁, 等. 以黑热病患者的药学实践探讨急诊药学服务模式[J]. 中国药师, 2022, 25(3): 493-496. [Li L, Li Z, Zhu YN, et al. Study on the mode of emergency pharmaceutical care based on the pharmaceutical practice of patients with kala-azar[J]. China Pharmacist, 2022, 25(3): 493-496.] DOI: 10.19962/j.cnki.issn1008-049X.2022.03.021.

12.康曼, 张弦, 李茗薇, 等. 运用PCNE分类系统对呼吸道疾病患者进行药学监护的应用研究[J]. 中国药师, 2024, 27(2): 336-344. [Kang M, Zhang X, Li MW, et al. Application of PCNE classification system in Pharmaceutical care of patients with respiratory diseases[J]. China Pharmacist, 2024, 27(2): 336-344. ] DOI: 10.12173/j.issn.1008-049X.202312034.

13.杨强, 姚宇,张鹏, 等. 药师参与头孢哌酮钠舒巴坦钠联合孟鲁司特钠致严重血小板减少的药学监护[J]. 药物流行病学杂志, 2023, 32(6): 710-714. [Yang Q, Yao Y, Zhang P, et al. Pharmacists involved in the pharmacologic care of severe thrombocytopenia induced by cefoperazone sodium sulbactam sodium combined with Montelukast sodium[J]. Chinese Journal of Pharmacoepidemiology, 2019, 32(6): 710-714.] DOI: 10.19960/j.issn.1005-0698. 202306014.

14.程丽丹, 江一唱, 王天褀, 等. 心力衰竭患者全程化药学服务模式的建立与效果评估[J]. 中国药师, 2022, 25(2): 309-314. [Cheng LD, Jiang YC, Wang TQ, et al. Establishment and effect evaluation of whole-process pharmaceutical care model for patients with heart failure[J]. China Pharmacist, 2022, 25(2): 309-314.] DOI: 10.19962/j.cnki.issn1008-049X.2022.02.020.

15.Hani YJ. Six thinking hats: an analysis of the skill level of jordanian vocational education teachers and the extent of skill application[J]. Space Cult, 2019, 2019: 262368959. DOI: 10.20896/saci.v7i1.470.

16.徐璐扬, 覃韦苇, 毛俊俊, 等. OSCE在临床药师培训考核中的实施[J]. 中国药师, 2021, 24(6): 1113-1116. [Xu LY, Qin WW, Mao JJ, etc The implementation of OSCE in clinical pharmacist training and assessment[J] China Pharmacist, 2021, 24(6): 1113-1116.] DOI: 10.3969/j.issn.1008-049X.2021.06.025.

17.张志涛, 王冬欣, 张婧, 等. 案例教学法结合翻转课堂教学模式提升神经内科进修医师教学能力的探讨[J]. 华西医学, 2022, 37(6): 916-920. [Zhang ZT, Wang DX, Zhang J, et al. Discussion on case teaching method combined with flipped classroom teaching model to improve the teaching ability of neurology training physicians[J]. West China Medical Journal, 2022, 37(6): 916-920]. DOI: 10.7507/1002-0179.202204060.

18.罗翼, 姜明言, 方建国, 等. 以问题为基础的教学模式联合以团队为基础的教学模式在骨肿瘤临床见习中的应用[J]. 华西医学, 2020, 35(10): 1235-1238. [Luo Y, Jiang MY, Fang JG, et al. Application of problem-based teaching model combined with team-based teaching model in clinical probation of bone tumor[J]. West China Medical Journal, 2020, 35(10): 1235-1238.] DOI: 10.7507/1002-0179.202001015.

19.成颖, 周四元, 乔逸. 新医科背景下案例驱动-双师同堂结合教学模式与传统教学模式的比较[J]. 药物流行病学杂志, 2023, 32(10): 1194-1200. [Cheng Y, Shi Y, Qiao Y. Comparison between the case-driven teaching model and the traditional teaching model in the context of new medicine[J]. Chinese Journal of Pharmacoepidemiology, 2019, 32(10): 1194-1200.] DOI: 10.19960/j.issn.1005-0698.202310014.

20.葛玲玲, 陈云天, 薛文滨, 等. 以团队为基础的教学法在医学影像学教学效果的Meta分析[J]. 中国循证医学杂志, 2021, 21(7): 839-844. [Ge LL, Chen YT, Xue WB, et al. A meta-analysis of the effect of team-based teaching method in medical imaging teaching[J]. Chinese Journal of Evidence-Based Medicine, 2021, 21(7): 839-844.] DOI: 10.7507/1672-2531.202102052.

21.张亚飞, 陈慧芳, 罗宁, 等. 问题导向学习法在临床医学科研型研究生教育中的应用[J]. 医学新知, 2022, 32(4): 277-280. [Zhang YF, Chen HF, Luo N, et al. Application of problem-oriented learning in clinical medical research graduate education[J]. Yixue Xinzhi Zazhi, 2022, 32(4): 277-280.] DOI: 10.12173/j.issn.1004-5511.202008029.

22.田陆萍. 基于高阶思维培育的信息技术学科教学策略[J]. 教育理论与实践, 2020, 40(35): 57-59. [Tian LP. Teaching strategies of information technology based on the cultivation of higher order thinking[J]. Theory and Practice of Education, 2020, 40(35): 57-59.] https://www.cnki.com.cn/Article/CJFDTOTAL-JYLL202035016.htm.

23.胡雨寒, 代鸣, 姚宝骏. 教师高阶思维能力教学行为影响因素路径研究[J]. 教育导刊, 2020(10): 52-56. [Hu YH, Dai M, Yao BJ. Research on the influencing factors and paths of teachers' higher order thinking ability teaching behavior[J]. Journal of Educational Development, 2020(10): 52-56.] DOI: 10.3969/j.issn.1005-3476(s).2020.10.008.

24.Marquardt MJ, H.Skipton Leonard HS, Freedman AM, 著；郝君帅, 刘俊勇, 译. 管理者终身学习·行动学习: 原理、技巧与案例[M]. 北京: 中国人民大学出版社, 2013: 37-39.

25.Christianson A, Prescott T, Ball J. Learning in action: developing safety improvement capabilities through action learning[J]. Nurse Educ Today, 2014, 34(2): 243-247. DOI: 10.1016/j.nedt.2013.07.008.

26.刘晖. 结构化研讨式课堂教学实践及其创新成效[J]. 上海市社会主义学院学报, 2019(5): 60-64. [Liu H. Structured discussion-style classroom teaching practice and its innovative effect[J]. Journal of Shanghai Institute of Socialism, 2019(5): 60-64.] DOI: 10.3969/J.ISSN.1672-0911.2019.05.060.

27.杨阳, 周宜芳, 李丹. 行动学习法在护理专业实习学生岗前培训中的应用效果[J]. 中华医学教育杂志, 2016, 36(5): 719-722. [Yang Y, Zhou YF, Li D. Application effect of action learning method in pre-job training of nursing students[J]. Chinese Journal of Medical Education, 2016, 36(5): 719-722.] DOI: 10.3760/cma.j.issn.1673-677X.2016.05.022.

28.Alison HJ, Gemma SE. Action learning: staff development, implementing change, interdisciplinary working and leadership[J]. Nurs Manag (Harrow), 2019, 26(3): 36-41. DOI: 10.7748/nm.2019.e1841.

29.张静. 基于行动学习法的财务人员学习模式研究 [J]. 宁德师范学院学报(哲学社会科学版), 2020, (1): 68-71. [Zhang J. Study on the learning model of finance personnel based on action learning method[J]. Journal of Ningde Normal University (Philosophy and Social Sciences Edition), 2020, (1): 68-71.] DOI: 10.3969/j.issn. 2095-3682.2020.01.012.