1, Refutation of Pharmaceutical Service Model to Pharmaceutical Higher Vocational Education

1. 1 Concept and basic requirements of pharmaceutical service

Pharmaceutical service means that pharmacists provide direct and responsible services related to drug application to the public (including medical staff, patients and their families) by using pharmaceutical professional knowledge, so as to improve the safety, effectiveness and economy of drug treatment and achieve the ideal goal of improving and improving the quality of human life, which embodies the purpose of "people-oriented" and the working characteristics of "whole process". More importantly, the work content has undergone fundamental changes, except for basic drug supply and dispensing. This requires pharmaceutical students to learn not only the basic knowledge of drugs, but also the comprehensive knowledge of evidence-based medicine, clinical therapeutics, clinical pharmacy, pharmacoeconomics, pharmacosociology and so on. Pharmaceutical service is a very practical subject. Learning relevant knowledge of pharmacy is only the basis of cultivating pharmaceutical service ability. It is more important to cultivate students' thinking mode of pharmaceutical service and strengthen practical training [2]. However, the current pharmaceutical higher vocational education model, curriculum and training content can not meet this demand.

1.2 Current situation of pharmaceutical higher vocational education

Although a large number of teaching reforms have been carried out in pharmaceutical higher vocational education, and some successful experiences can be used for reference, it still presents the following characteristics: ① the basic courses are characterized by obvious discipline, emphasizing declarative knowledge and ignoring procedural knowledge; (2) The career-oriented curriculum is single and lacks the cultivation of thinking mode; ③ The comprehensive training course lacks pertinence, the assessment method is outdated and out of touch with the work tasks. These characteristics are not conducive to improving the theoretical level of pharmaceutical pharmacognosy service, nor to the establishment of pharmaceutical pharmacognosy thinking mode and the improvement of practical ability. In order to improve the pharmaceutical service ability of pharmaceutical students in our school and shorten the distance between pharmaceutical higher vocational education and post requirements, our school closely follows the direction of national medical and health system reform and the post requirements of pharmaceutical services, and timely organizes personnel to carry out teaching reform from the aspects of theoretical study, the establishment of pharmaceutical service thinking mode and the cultivation of practical ability.

2, the guiding ideology of pharmaceutical service ability training.

Pharmaceutical service is a skilled practical work, and the cultivation of pharmaceutical service ability must be based on the post demand of pharmaceutical service and give full play to the refutation of post demand to professional education. Whether it is theoretical teaching, training or assessment, it must meet the post requirements. Develop theoretical and practical courses with tasks as the carrier and working process as the guide. Teaching methods should promote the cultivation of students' knowledge transfer ability and enable students to form a correct thinking mode of pharmaceutical service. The assessment method should conform to the characteristics of the work situation and truly and objectively evaluate the adaptability of students to pharmaceutical service posts.

3. Develop the course "Pharmaceutical Service Ability and Practice" with characteristics.

Curriculum is the sum total of the teaching contents and processes selected to complete the teaching objectives, and it is the carrier to complete the teaching tasks. However, the current curriculum has obvious subject characteristics, and it is subject-centered, and students obtain different knowledge from different subjects. In the process of work, the completion of a task often requires the participation of multiple disciplines, and the executor needs to mix and organize the knowledge of multiple disciplines to form a new logical thinking. Under the current educational model, students often lack this knowledge transfer ability, which leads to a long time for students to adapt and re-learn after graduation. Therefore, it is imperative to develop a competency-based course based on work situation, with work task as the carrier and work process as the guide, which is more obvious in the cultivation of pharmaceutical service ability. The research group closely combined with hospitals and community pharmacies, fully understood the post characteristics of pharmaceutical services, established the typical tasks of pharmaceutical services, decomposed, analyzed, summarized and summarized the typical tasks, combined with off-campus experts to formulate reasonable curriculum standards, and developed school-based teaching materials with obvious competency-based characteristics according to the curriculum standards.

4. Reform teaching methods

The choice of teaching methods has an important influence on the teaching effect and the cultivation of students' ability. In order to cultivate students' pharmaceutical service ability, it is necessary to choose appropriate teaching methods and improve the teaching effect of pharmaceutical service ability.

4. 1 Student-oriented.

Cultivating students' thinking mode of pharmaceutical service by task-based teaching method. The completion of pharmaceutical service is based on basic medical courses such as physiology, pathology, pharmacology, anatomy and pharmaceutical analysis. According to the existing training plan, the above courses have been studied as the main courses. Therefore, the key to cultivate students' pharmaceutical service ability is to guide students to form knowledge transfer ability on the basis of existing knowledge structure and initially construct pharmaceutical service thinking mode. To realize this requirement, we must change the original "lecturing" teaching method and change the current situation of students' passive acceptance. In the teaching process, the typical task of pharmaceutical service should be taken as the carrier, and teachers should guide students to analyze the corresponding tasks, sum up the theoretical basis needed to complete the tasks, form preliminary work strategies, and highlight students' dominant position. Finally, teachers should comment on the results of students' inductive analysis and correct the deficiencies in time [3].

4.2 Establish a working scenario

Cultivating students' practical ability of pharmaceutical care by relying on simulated hospitals and affiliated hospitals. As mentioned above, pharmaceutical care is a very practical subject. It is not enough to train students' thinking mode only by theoretical teaching, and students must be given enough practical training. However, pharmaceutical service training must go out of the classroom, rely on the simulated pharmacies and hospitals in the school, and set up working scenes, such as prescription comment, inviting patients to buy drugs, medication consultation, monitoring the concentration of therapeutic drugs, and assisting doctors to make treatment plans. Students can play interactive roles. On this basis, we should carry out some practice projects, relying on the three affiliated hospitals of our school to provide students with practical exercise opportunities [4].

5. Reform the examination methods.

Examination is an effective method to test teachers' teaching level and students' learning effect, which can effectively reflect the problems existing in the process of teaching and learning and is an important link in the teaching process. Choosing the correct examination method plays an important role in promoting the cultivation of students' pharmaceutical service ability. The choice of examination methods must reflect the characteristics of pharmaceutical service posts and highlight the examination of students' thinking mode and practical ability. Examination forms should be diversified. In addition to theoretical examination, we can also set work scenes and typical tasks to assess students' thinking and strategic ability, or select typical cases for students to write work plans according to the cases. The composition of grades should also be diversified, reducing the proportion of theoretical examinations and improving the proportion of usual grades (such as attendance, work plans, papers, etc.). ) and skill assessment.

6. Conclusion

Pharmaceutical higher vocational education undertakes the important task of cultivating pharmaceutical professionals for the society, and the training scheme and mode setting of pharmaceutical specialty must meet the post requirements of pharmaceutical specialty, which is also an important problem that higher vocational colleges need to break through. With the transformation of pharmaceutical mode from traditional mode to pharmaceutical service mode, it not only requires existing pharmaceutical personnel to change their knowledge structure and thinking mode [5], but also poses a fierce challenge to pharmaceutical higher vocational education. It is the demand of pharmaceutical industry to highlight the cultivation of pharmaceutical service ability of pharmaceutical students, which will become a new round of major changes in pharmaceutical higher vocational education. In order to cultivate the pharmaceutical service ability of pharmaceutical students, a series of reforms are needed, including the re-establishment of training programs, curriculum setting, practical training reform, assessment reform and so on. This paper briefly discusses the training methods of pharmaceutical pharmacognosy service ability, in order to lay a meager foundation for the later teaching reform research of the project team.

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