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題 名 | 回饋性問題導向學習導入藥學實習教育之經驗=The Experience of Problem-based Learning Model in Pharmacy Practice and Education |
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作 者 | 羅美婷; 李惠超; 蔡敏鈴; 李建瑩; | 書刊名 | 藥學雜誌 |
卷 期 | 26:3=104 2010.09[民99.09] |
頁 次 | 頁136-143 |
分類號 | 418.03 |
關鍵詞 | 問題導向學習; 藥學實習教育; 藥事照顧; Problem-based learning; Pharmacy practice and education; Pharmaceutical care; |
語 文 | 中文(Chinese) |
中文摘要 | 近年臺灣藥學實習教育改革大躍進,身為教學醫學中心的我們為結合學校理論與醫院臨床,決定自 96年起將實習生核心課程導入教育界一致推崇的問題導向學習(problem-based learning, PBL)模式。本院藥劑科規劃醫院藥學實習指導藥師為種子教師,並同時進行教案編寫,經教學委員會討論後確立教案內容。將實習生以 5人為 1組,每次執行時間為 60-180分鐘,每主題教案分 1-2次進行,完成後繳交學習報告與評估表。 課後教師與學員進行雙向回饋評估顯示:學員自評與互評評核分數為 4.53±0.14分, 100%學員認為 PBL優於傳統主題基礎學習( Subject-based learning, SBL),而教案討論前約一半學員需準備 1-2天。學員評估教師教學成效分數為 4.82±0.21分;教師評估學員學習成效分數為 4.31±0.18分。教師自評教學內容達到教學目標滿意度 81.14%。學員與教師對於課程整體滿意度高達 95.34%與88.26%,其中不滿意原因可能為教學環境設備不足及時間太短。 依據我們採用臨床實際案例,以 PBL模式提昇學員藥事照護知識,調查結果學員對課程及教師有極高滿意度,且教師對此項教學方法也有極高的肯定。期許學員利用此學習方式,將教案內容應用於藥事服務上,更期待此模式可推展至臺灣藥學實習教育,為執業後提供優質全人醫療服務做準備。 |
英文摘要 | Taiwan pharmacy practice and education reform of great leap forward in recent years, as for combine school theory and hospital clinical, we determine to channel trainee's core curriculum into the problem-based learning model that the education circle praised highly unanimously since 2007. We plan hospital pharmacist certification training guides to be teachers, and carry on the PBL cases to write at the same time, establish the PBL cases after committee discuss. Regard 5 people as the trainee in 1 group, execution time is 60-180 minutes each time, the PBL cases of every theme is divided into 1-2 times and gone on, pay the study report and evaluation form after finishing. Teachers and students assess of two-way feedback after class: Student self-assessment and peer assessment score is 4.53±0.14 points, 100% of the students think PBL is superior to the traditional subject-based learning, and about half the students needed to prepare for 1-2 days before the teaching plans were discussed. Students assess the teaching effectiveness score for 4.82±0.21 points; teachers assess student learning outcomes scores for 4.31±0.18 points. Teacher self-assessment satisfaction for teaching objectives is 81.14%. Students and teachers are up to 95.34% and 88.26% to the whole satisfaction of course, among them the reason of unsatisfying may be insufficient for environmental equipment of teaching and time is too short. Adopt the clinical real case according to us, promote student's medicine care knowledge by PBL model, investigation result students have extremely high satisfaction to course and teacher, and the teacher has extremely high affirmation to this teaching method. Expect student study way through this, apply PBL cases at pharmaceutical care, expect even more this way can be promoted and educated to Taiwan pharmacy practice, prepare for the thing that offer high-quality whole person medical service after the operation. |
本系統中英文摘要資訊取自各篇刊載內容。