以执业药师考试为导向的高校药物分析教学改革

Teaching reform of pharmaceutical analysis in colleges and universities oriented toward the licensed pharmacist examination

摘要

目的 以执业药师考试大纲为基础，加强高校药物分析课程教学改革，为国家建立高质量的药学服务人才提供保障。方法 对比传统教学课程的特点，引入 BOPPPS 教学模式，将教学过程分为导入课程、学习目标、预评估、参与式学习、后评估和总结六个模块，同时建立多层次与多维度的评价与考核体系。并在 2024-2025 学年的教学实践中，对实施 BOPPPS 教学的班级组（实验组）（n=152）与传统教学模式的班级组（对照组）（n=148）执业药师模拟考试成绩及课程满意度进行对比分析。结果 实验组在综合通过率上显著高于对照组（实验组 87.5% vs. 对照组 68.9%， P＜0.01）；在案例分析题和实践应用题上，实验组的得分率明显高于对照组（82.3% vs. 63.7%， P＜0.01）；同时，实验组在基础知识题上的得分也略有提升（76.4% vs. 71.2%， P＜0.05）；满意度评分结果显示，实验组学生对教学模式的满意度评分（4.52±0.63）显著高于对照组（3.78±0.71）（P＜0.01）；90%以上的实验组学生认为，BOPPPS 教学模式“能够激发学习兴趣”“有助于理解抽象概念”和“提高解决实际问题的能力”。结论 BOPPPS 教学模式通过其清晰的结构和强调参与互动的特点，能够有效促进药物分析课程教学与执业药师考试要求的衔接。该模式有助于提升学生的知识应用能力、实践技能和应试准备，是改进药物分析教学效果的一种可行且有效的策略。未来的改革需进一步优化教学环节与药物分析具体内容的深度融合，加强师资培训，并完善相应的教学资源保障，以实现可持续的质量提升。

Abstract

Objective Based on the licensed pharmacist examination outline, this study aims to strengthen the teaching reform of pharmaceutical analysis courses in colleges and universities and provide support for cultivating high-quality pharmaceutical service talents. Methods Comparing the characteristics of traditional teaching curricula, the BOPPPS teaching model was introduced, dividing the teaching process into six modules: bridge-in, learning objective, pretest, participatory learning, posttest, and summary. Simultaneously, a multi-level and multi-dimensional evaluation system was established. During the 2024–2025 academic year, a comparative analysis was conducted between a class group adopting BOPPPS teaching mode (experimental group, n=152) and a class group using traditional teaching mode (control group, n=148). The licensed pharmacist simulation exam results and course satisfaction were examined. Results The overall pass rate of the experimental group was significantly higher than that of the control group (87.5% vs. 68.9%, P＜0.01). The experimental group also achieved notably higher scores in case analysis and practical application questions (82.3% vs. 63.7%, P＜0.01), along with a slight improvement in basic knowledge questions (76.4% vs. 71.2%, P＜0.05). Satisfaction ratings were significantly higher in the experimental group (4.52±0.63) than in the control group (3.78±0.71, P＜0.01). More than 90% of the students in the experimental group agreed that the BOPPPS teaching model could "stimulate learning interest", "help understand abstract concepts", and "improved the ability to solve practical problems". Conclusion The BOPPPS teaching model, with its clear structure and emphasis on interactive participation, effectively bridges pharmaceutical analysis course and the requirements of licensed pharmacist examination. It enhances students' knowledge application abilities, practical skills, and examination preparation, proving to be a feasible and effective strategy for improving teaching outcomes. Future reforms should focus on deeper integration of teaching modules with pharmaceutical analysis content, strengthen faculty training, and improve resource support to achieve sustainable quality improvement.

关键词

执业药师 / 药物分析 / BOPPPS / 教学改革

Key words

licensed pharmacist / pharmaceutical analysis / BOPPPS / teaching reform

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基金资助

安徽医科大学校级教研-教学改革研究与实践招标性课题(2024xjxm36)

安徽医科大学药学院高峰学科教学型青年人才基金项目(2023xkjq2)