中国临床药学杂志

目的 了解以问题为导向的教学法（PBL）为基础的联合教学法在临床药师规范化培训（简称：规培）中的应用现状及常见教学方法的特点。方法 检索中国知网和万方数据库（检索时间为建库至2024年9月），纳入PBL联合其他教学法，如案例教学法(CBL）、授课教学法（LBL）、客观结构化临床考试（OSCE）、以文献为导向的自我学习法（RISE）及同伴主导的小组学习法（PLTL）在临床药师规培中的应用报道，提取相关资料（教学方法、教学类别、展示典型案例类型、教学实验分组和教学评价等）后进行描述性统计分析。结果 共收集到相关文献24篇，其中PBL-CBL教学法最为常见（11篇，占45.83%），其次为PBL-CBL-LBL教学法（5篇，占20.83%）。有13篇（13篇，占54.17%）文献包含了教学实验内容，其中12篇（占92.31%）有老师对学员评价，8篇（占61.54%）有学员自我评价，另有1篇对培训做了经济性评价。基于13项教学实验结果，提示以PBL为基础的各类联合教学法相比传统的LBL教学法，主要在学员理论和实践考核成绩（11篇），自主学习和教学满意度（7篇），临床思维、解决分析问题和团队协作（4篇），学习兴趣（3篇）等方面有明显的促进作用。结论 以PBL为基础的联合教学，特别是PBL与CBL的联合教学，在临床药师规范化培训中具有重要应用价值，能为培养高素质临床药师提供有力支持。

AIM To understand the application status of combined teaching methods based on problem-based learning(PBL) in the standardized training of clinical pharmacists(referred to as "standardized training") and the characteristics of common teaching methods. METHODS The China National Knowledge Infrastructure(CNKI) and Wanfang Database were searched from database inception to September 2024. Reports on the application of various PBL-based combined teaching methods including case-based learning(CBL), lecture-based learning(LBL), objective structured clinical examination(OSCE), reference-induced self-education(RISE), and peer-led team learning(PLTL) in the standardized training of clinical pharmacists were included. Relevant data(teaching methods, teaching categories, types of typical cases presented, teaching experiment grouping, teaching evaluation, etc.) were extracted and descriptive statistical analysis was performed. RESULTS A total of 24 relevant studies were collected. The PBL-CBL teaching method was the most common(11 studies, accounting for 45.83%), followed by the PBL-CBL-LBL teaching method(5 studies, accounting for 20.83%). Thirteen articles contained teaching experiment content. Among them, 12 articles(accounting for 92.31%) had teacher evaluations of students, 8 articles(accounting for 61.54%) had students' selfevaluations, and another article conducted an economic evaluation of the training. The PBL-based combined teaching methods significantly improved students' theoretical and practical assessment scores(11 articles), autonomous learning and teaching satisfaction(7 articles), as well as clinical thinking, problem-solving and analysis, and teamwork(4 articles). CONCLUSION PBL-based combined teaching, especially the combination of PBL and CBL, has important application value in the standardized training of clinical pharmacists and can provide strong support for the cultivation of high-quality clinical pharmacists.