Thinking of Teaching Model for Endocrinology Speciality in Community Clinical Pharmacists Training Base
- VernacularTitle:社区临床药师培训中内分泌专业带教的思考
- Author:
Yiping GAO
1
;
Rongrong ZHANG
1
;
Shilong MAO
1
Author Information
1. Dept. of Pharmacy，Shanghai Xuhui District Central Hospital，Shanghai 200031，China
- Publication Type:Journal Article
- Keywords:
Community clinical pharmacists;
Training and teaching;
Endocrinology speciality;
Pharmaceutical care
- From:
China Pharmacy
2019;30(19):2718-2722
- CountryChina
- Language:Chinese
-
Abstract:
OBJECTIVE： To provide reference for standardization and improvement of teaching model for endocrinology speciality in community clinical pharmacists training base. METHODS： Based on the requirments of community clinical pharmacists training in Shanghai， the characteristics and contents of community clinical pharmacists training were summarized， and teaching characteriatiostics， effect evaluation and problems werer analyzed on the basis of the acutual situation in our hospital. RESULTS & CONCLUSIONS： Community clinical pharmacists training has the characteristics of training for chronic diseases， short training cycle， and support from the medical consortium platform. Its contents are theoretical learning and professional knowledge training， pharmaceutical care and medication education， case discussion， homework guidance and comment. Compared with other specility， endocrinology speciality has the characteristics of strengthening comprehensive pharmaceutical care （for example， pharmaceutical care of diabetic patients should pay attention not only to hypoglycemia， but also to hypobaric， hypolipidemic and complications）， emphasizing medication treatment management （MTM） teaching （provide a series of professional services such as medication education， counseling and guidance， and medical reorganization for patients， so as to improve the safety， effectiveness and compliance of medication， and then control blood glucose， delay or avoid complications）， emphasizing the cultivation of health education ability and communication ability. The evaluation of training effect included the evaluation of trainees and teachers. The former includes objective evaluation （theoretical knowledge test， bedside medication education assessment and homework assessment） and subjective evaluation （attendance， attitude， clinical practice performance）. The latter is mainly scored by trainees on teachers （including professional level， teaching attitude， teaching ability and content）. Through the training， it is found that the trainees’ literature retrieval ability is poor， the trainees have not clear idea to diabetic patients， the homework writing and typesetting are not standardized； the teaching teachers have less experience and teachers could not teach the students in accordance with their aptitude and provide individualized training. The training and teaching mode needed to be further improved.
