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OBJECTIVE:To establish the system of curriculum based on working process and occupation ability for pharmacy major in higher vocational colleges. METHODS:Investigation was conducted among medical practitioners from pharmaceutical companies,hospitals,pharmaceutical factories,scientific research institutions and other related professionals. RESULTS:150 ques-tionnaires were sent out,and 141 valid questionnaires were collected with effective recovery rate of 94.00%. Results of investiga-tion showed that respondents most valued graduates with interpersonal and communication skills,followed by professional skills and practical ability. They were mainly clinical application of drugs,pharmacological effects and adverse reactions of drugs in the pharmacology theory teaching,the mechanism of action of drugs were weakened. The ability of prescription distribution,symptoms inquiring and drugs recommending should be strengthened in the pharmacology theory practice teaching. More than half of the re-spondents thought that confirmatory tests were necessary to keep,which helped to train students’practical ability and deepen the understanding of the theory. Meanwhile,it was important to strengthen the students’communication with the patients or their fami-lies and doctors to cultivate the ability of acquiring professional knowledge. CONCLUSIONS:The investigation provides basis for the making of curriculum standards of pharmacology,through which teaching contents are selected,teaching methods are de-signed,and it makes the pharmacology course full of post applicability and provides better decision-making basis to meet the posi-tion requirements.
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Objective To write the school-based teaching material of pathology,and apply it to the students in higher vocational colleges to evaluate the application effect.Methods Two classes of clinical medical students of Grade 201 1were divided into two groups:the experimental group(Class1,58 students) and the control group(Class2,60 students).Both of the two groups take the integration of theory and practice teaching method.The traditional teaching material was applied in the control group while the school-based teaching materials were adopted in the experimental group.Statistical analysis software SPSS 13.0 and two samples t test were used to compare the preparing effect before the class,case study effect and the final examination of the two groups.After the end of the course,students' teaching satisfaction questionnaire was conducted,and the results of the survey for the rank sum test were analyzed.Results The scores of preparing effect before class were higher in experimental group(84.4 ±6.2) than those in the control group(78.2 ±5.8),t=5.61,P=0.001; the case study effect in experimental group(78.6 ± 6.6) was higher than that of the control group(72.8 ± 5.3),t=5.27,P=0.002; there was no significant differences in the final examination between the two class [experimental group (83.5 ± 6.8),control group (81.6 ± 6.9)],t=1.51,P=0.183.The questionnaire shows,in the aspect of the difficulty of teaching material,the degree of satisfaction in the experimental group(satisfied:28,general:30,unsatisfied:0) was higher than the control group(satisfied:18,general:37,unsatisfied:5),Z=-2.43,P=0.015; in the aspect of reading interest,the degree of satisfaction in the experimental group(satisfied:32,general:25,unsatisfied:1) was higher than the control group(satisfied:22,general:35,unsatisfied:3),Z=-2.09,P=0.036; in the aspect of emphasizing on the key point,the degree of satisfaction in the experimental group(satisfied:20,general:38,unsatisfied:0) was higher than the control group(satisfied:12,general:39,unsatisfied:9),Z=-2.72,P=0.007; in the aspect of self-study effect,the degree of satisfaction in the experimental group(satisfied:20,general:38,unsatisfied:0) was higher than the control group(satisfied:16,general:39,unsatisfied:5),Z=-3.13,P=0.002; but there was no significant differences in classroomlearning effect(experimental group:satisfied,38,general,20,unsatisfied,0; control group:satisfied,36,general,23,unsatisfied,1),Z=-0.68,P=0.497.Conclusions The school-based teaching material can contribute to the students' self-learning,enhancing the students' interest of learning and knowledge-application ability.
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Based on the teaching fact and feature of pharmacy specialty. In this article, curriculum location of general microbiology about object, character, function, content design for the higher vocational colleges were disscused. The result would provide some gist to reform teaching methods for microbiology course.