Influence of PDCA cycle combined with LBL/TBL teaching models on the clinical training of pharmacy interns

Abstract

Objective To understand the influence of PDCA cyclecombined with LBL/TBL teaching models on the problem-solving ability and clinical training of pharmacy interns so as to improve the teaching quality of hospital pharmacy practice. Methods A total of 126 hospital pharmacy interns were randomly divided into the control group (63 interns) and the experimental group (63 interns). The control group was taught with LBL/TBL teaching models, while the experimental group was taught with PDCA cycle combined with LBL/TBL teaching models. Questionnaires were used to investigate the problem-solving ability, the teaching effect of clinical training, and the satisfaction in the two groups after the clinical training. Results The scores of positive problem orientation and rational problem solving were higher in the experimental group than in the control group (P<0.05). The scores of negative problem orientation, avoidance style, impulsivity/carelessness style were lower in the experimental group than in the control group(P<0.05). The scores of theoretical knowledge (86.5±8.5) and clinical skills (87.0±7.2) were higher in the experimental group than in the control group (P<0.05). Besides, the investigation on the satisfaction to clinical training showed that the practical ability, teamwork consciousness and self-learning ability were better in the experimental group than in the control group (P<0.05). The total satisfaction of the experimental group was 92.2%, higher than that of the control group (83.5%) (P<0.05). Conclusion PDCA cycle combined with LBL/TBL teaching models can improve the problem-solving ability and the teaching effect of clinical training in pharmacy interns, which deserves wider application. Key words: Pharmacy practice; Team-based learning; Lecture-based learning; PDCA cycle; Problem-solving ability