中国临床药学杂志

目的 调研并分析五年制临床药学本科生对《初级临床实践》课程的教学反馈，为该课程BOPPPS（导言、目标、前测、参与式学习、后测和小结的教学过程）教学模式的改革提供依据。方法 以某医科大学2020-2021级五年制临床药学本科生4个班级的145名学生作为研究对象开展问卷调研，调研《初级临床实践》6个章节中学生自评课堂表现、教师教学内容、教学方法和教学效果4个维度内容，问卷4个维度的Cronbach's α信度系数均在0.9以上，KMO系数均在0.8以上。结果 在4个维度21个问题的调研中，超过80%的学生对课程设计满意，在调动学习主动性、提高综合分析能力、加深对临床药学知识理解与运用等方面学生的认可度较高，但仍有极少数学生不满意。在6个章节教学内容及教学方法的设置方面，调研显示4个维度认同人数分布差异无统计学意义，其中有72名（49.6%）学生提出主观反馈建议。结论 学生对《初级临床实践》部分章节反馈程度较好，但教学内容和教学模式尚需进一步探索和完善，以便于学生对临床药学专业学习有鸟瞰式的了解，激发学生对临床药学的学习兴趣。

AIM To investigate and analyze the teaching feedback from the five-year undergraduate clinical pharmacy students on teaching the "primary clinical practice" course to provide a basis for reforming the teaching model of the BOPPPS(bridge in, objectives, pre-test, participatory learning, post-assessment, and summary). METHODS A questionnaire survey was conducted in 145 students of four classes of five-year clinical pharmacy undergraduate students of a medical university from 2020-2021. We investigate four dimensions of student assessment in classroom performance,teaching content, teaching methods, and teaching effectiveness in 6 chapters of "primary clinical practice". The Cronbach's reliability coefficients for the four dimensions of the questionnaire were above 0.9, and the KMO coefficient was above 0.8. RESULTS In the survey of 21 questions in four dimensions, more than 80% of the students were satisfied with the course design. Student approval recognition was high in mobilizing learning initiatives, improving comprehensive analysis ability, and deepening the understanding and application of clinical pharmacy knowledge. However, there were still very few students who were dissatisfied. Regarding the teaching contents of six chapters and the setting of teaching methods,the survey showed no significant difference in the number of students agreeing with the four dimensions, among which 72(49.6%) students made subjective feedback suggestions. CONCLUSION Students have good feedback on some chapters of "Primary Clinical Practice", but the teaching content and teaching model need to be further explored and improved to facilitate students to have a general understanding of clinical pharmacy professional learning and stimulate students' interest in learning clinical pharmacy.