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Guo L, Li P, Mao S, Zhong H, Zhang Q, Zhang R, Yan R, Liu Y. Innovation and evaluation of vocational pharmaceutical education system under the 1 + X certificate system in China. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102090. [PMID: 38641484 DOI: 10.1016/j.cptl.2024.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 04/04/2024] [Accepted: 04/09/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND AND OBJECTIVES The 1 + X certificate system, introduced in China in 2019, integrates academic credentials with vocational skill certificates to meet the heightened demand for skilled talents in the growing economy. This study aims to innovate and evaluate the vocational pharmaceutical education system under the 1 + X certificate framework, specifically addressing the gap between theoretical education and workplace requirements. MATERIALS AND METHODS A retrospective observational approach analyzed 490 pharmacy students over two academic years. The 2021 cohort underwent 1 + X integrated education, while the 2020 cohort followed conventional education. We collaborated closely with industry partners to identify and compile typical job competencies, formulating work projects aligned with industry demands. Combining the skill level standards and assessment content of "1+X Pharmaceutical Purchasing and Sales" and "1+X Pharmaceutical Preparation", we revised the course standards, incorporating typical work projects into the 2021 pharmacy professional teaching curriculum. This constituted the fundamental content of the 1 + X education reform. Statistical analysis compared course scores and 1 + X certificate examination performance. RESULTS The 2021 cohort, under the 1 + X educational model, demonstrated higher average scores in pharmacy courses, with significant improvements in pharmacology (1 + X vs. Traditional education: 58.40 ± 14.20 vs. 53.44 ± 14.67), clinical pharmacotherapy (72.74 ± 10.28 vs. 63.15 ± 11.03), and pharmaceutical distribution and marketing (79.34 ± 10.96 vs. 67.50 ± 15.82). 1 + X certificate pass rates and satisfaction with the model were also higher than the 2020 cohort. CONCLUSION The 1 + X certificate system is useful for developing talent in Chinese vocational education, effectively integrating assessments with industry standards. Future research should aim at evaluating long-term outcomes and improving quantitative skills assessments for enhanced effectiveness.
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Affiliation(s)
- Linghong Guo
- Department of Dermatology, West China Hospital, Sichuan University, Chengdu, Sichuan, China; Tianfu Jincheng Laboratory & Institute of Future Medical Innovation, City of Future Medicine, Chengdu, Sichuan, China; Laboratory of Dermatology, Clinical Institute of Inflammation and Immunology, Frontiers Science Center for Disease-related Molecular Network, West China Hospital, Sichuan University, Chengdu, Sichuan, China.
| | - Pengjie Li
- Department of Dermatology, West China Hospital, Sichuan University, Chengdu, Sichuan, China; Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Shuangfa Mao
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Huiyun Zhong
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Qianxi Zhang
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Ruiyi Zhang
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Rui Yan
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Yin Liu
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China; Tianfu Jincheng Laboratory & Institute of Future Medical Innovation, City of Future Medicine, Chengdu, Sichuan, China
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Stangl FP, Heidegger I, Kraft P, Lammers RJM, Horvath M, Deger MD, Polo-Alonso E, Wenzel M, Affentranger A, Schou-Jensen K, Ali L, Keenan RA, Gallardo-Zamora L, Alva JF, Trerè D, Tsampoukas G, Hoyerup P, Cerrato C, Raison N, Brookman-May S, Vásquez JL. Challenging the Urologist of the Future: Time for a Change? Eur Urol 2024:S0302-2838(24)02393-5. [PMID: 38811312 DOI: 10.1016/j.eururo.2024.05.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Revised: 05/07/2024] [Accepted: 05/17/2024] [Indexed: 05/31/2024]
Abstract
Physicians need both medical expertise and diverse skills for effective patient care. Adaptability is also key in embracing advances in technology and new techniques. We outline six thought-provoking points to guide the new generation of urologists.
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Affiliation(s)
- Fabian P Stangl
- Department of Urology, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland.
| | - Isabel Heidegger
- Department of Urology, Medical University of Innsbruck, Innsbruck, Austria
| | - Pia Kraft
- Department of Urology, Cantonal Hospital Winterthur, Winterthur, Switzerland
| | - Rianne J M Lammers
- Department of Urology, University Medical Center Groningen, Groningen, The Netherlands
| | - Mark Horvath
- Department of Urology, Petz Aladar University Teaching Hospital, Gyor, Hungary
| | | | | | - Mike Wenzel
- Department of Urology, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany
| | | | | | - Lobna Ali
- Department of Urology, Evangelical Clinic Bethel, Bielefeld, Germany
| | - Robert A Keenan
- Department of Urology, St. James's Hospital, Dublin, Ireland
| | | | | | - Domenico Trerè
- Department of Urology, University Hospital of Sassari, Sassari, Italy
| | - Georgios Tsampoukas
- Department of Urology, Homerton Healthcare NHS Foundation Trust, Homerton, UK
| | - Peter Hoyerup
- Department of Urology, Zealand University Hospital, Roskilde, Denmark
| | - Clara Cerrato
- Department of Urology, University Hospital Southampton NHS Trust, Southampton, UK
| | - Nicolas Raison
- MRC Centre for Transplantation, Guy's Hospital, King's College London, London, UK; Department of Urology, Guy's and St. Thomas' NHS Foundation Trust, London, UK
| | - Sabine Brookman-May
- Department of Urology, Ludwig-Maximilians University, Munich, Germany; Research & Development, Johnson & Johnson Innovative Medicine, Spring House, PA, USA
| | - Juan Luis Vásquez
- Department of Urology, Zealand University Hospital, Roskilde, Denmark; Institute of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
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Arien-Zakay H. Blended learning in nursing pharmacology: elevating cognitive skills, engagement and academic outcomes. Front Pharmacol 2024; 15:1361415. [PMID: 38455960 PMCID: PMC10917888 DOI: 10.3389/fphar.2024.1361415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/25/2023] [Accepted: 02/06/2024] [Indexed: 03/09/2024] Open
Abstract
Pharmacological education is crucial for healthcare professionals to safely manage medications and reduce errors. Traditional lecture-based learning (LBL) often struggles to address this complexity, whereas newer methods, such as flipped classrooms and problem-based learning, yield mixed results, particularly in pre-clinical contexts, owing to students' limited experience. Our nursing pharmacology course under LBL recorded a high failure rate of 37.8% and marginal passing scores across five cohorts (n = 849 students). An analysis using Bloom's taxonomy revealed significant gaps in higher-order cognitive skills. As a remedy, the course was transformed into a novel blended learning format that integrated question-based learning (QBL) to enhance critical thinking across all cognitive levels. This model blends asynchronous and synchronous learning, is tailored to individual needs in large classes, and fosters continuous, student-centric learning. The redesign markedly decreased the failure rate by approximately 2.8-fold and increased the average grade by 11.8 points among 426 students. It notably improved the pass rates in advanced cognitive categories, such as "Evaluate" and "Create" by 19.0% and 24.2%, respectively. Additionally, the blended course showed increased student engagement, reflecting a dynamic and effective learning environment that significantly elevated participation and academic outcomes at all cognitive levels. This study demonstrated the profound impact of blended learning in pharmacology. By integrating QBL with various teaching methods, it surpasses traditional lecture-based limitations, enhancing engagement and understanding of complex topics by nursing students. Notable improvements in foundational and advanced learning suggest its broader application in health professionals' education, effectively equipping students for clinical pharmacology challenges.
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Affiliation(s)
- Hadar Arien-Zakay
- The Faculty of Medicine, School of Pharmacy, Institute for Drug Research, The Hebrew University of Jerusalem, Jerusalem, Israel
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Zhang S, Zhu D, Wang X, Liu T, Wang L, Fan X, Gong H. Effects of six teaching strategies on medical students: protocol for a systematic review and network meta-analysis. BMJ Open 2024; 14:e079716. [PMID: 38296281 PMCID: PMC10828868 DOI: 10.1136/bmjopen-2023-079716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Accepted: 01/16/2024] [Indexed: 02/03/2024] Open
Abstract
INTRODUCTION Mounting evidence has suggested that novel teaching strategies have a positive impact on the quality and efficiency of medical education. However, the comprehensive evidence about the superiority among various strategies is not clear. To address this issue, we aim to conduct a systematic review and network meta-analysis (NMA) to evaluate the effects of six main strategies on medical education, including case-based learning, problem-based learning, team-based learning, flipped classrooms, simulation-based education and bridge-in, objective, preassessment, participatory learning, postassessment and summary. METHODS AND ANALYSIS A systematic search will be conducted in PubMed, Embase, Web of Science and the Cochrane Library, covering studies published from database inception to November 2023. Randomised controlled trials which evaluated the different teaching methods and meet the eligibility criteria will be included. The effectiveness of medical students' learning, which is evaluated by theoretical test score, experimental or practical test score, will be analysed as the primary outcomes. Besides, the secondary outcomes consist of learning satisfaction of students and formative evaluation score. The study selection and data extraction will be independently performed by two authors. The risk of bias in each study will be assessed using V.2 of the Cochrane risk-of-bias tool for randomised controlled trials. To compare the effects of six teaching strategies, pairwise meta-analysis and NMA will be performed using Rev Man, STATA and R software. Statistical analyses including homogeneity tests, sensitivity analysis, consistency tests, subgroup analysis, Egger's test and publication bias will also be completed. ETHICS AND DISSEMINATION No formal research ethics approval is required because this study is a meta-analysis based on published studies. The results will be disseminated to a peer-reviewed journal for publication. PROTOCOL REGISTRATION NUMBER CRD42023456050.
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Affiliation(s)
- Shuailong Zhang
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
- Battalion 2022 of the Cadet Brigade, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Dongmei Zhu
- Department of Hospital Infection Control, Chongqing Health Center for Women and Children, Chongqing 401147, China
- Department of Hospital Infection Control, Women and Children's Hospital of Chongqing Medical University, Chongqing 401147, China
| | - Xiaqing Wang
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Tianyao Liu
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Lian Wang
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Xiaotang Fan
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Hong Gong
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
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