With the continuous development of instrumental analysis technology, the functions of large-scale analytical instruments are expanding in the direction of higher sensitivity, better reproducibility and wider application. In vivo drug analysis has been deeply applied to all aspects of clinical pharmaceutical research and played an important role. As a methodology, in vivo pharmaceutical analysis, like pharmaceutical analysis, the cultivation of experimental ability is an important part of course teaching, and it is inevitable to offer experimental courses on the basis of theoretical courses.
This paper summarizes and analyzes the problems existing in the curriculum and teaching of in vivo drug analysis in the College of Pharmacy, and especially expounds the importance and necessity of offering in vivo drug analysis in clinical pharmacy. This paper points out the teaching status and main problems of this course, and puts forward feasible solutions one by one, hoping to reform the teaching of in-vivo drug analysis course in our school, improve the teaching quality of this course, and then strengthen the all-round training of clinical pharmacy students and become all-round talents in line with professional development.
Key words: in vivo drug analysis; Clinical pharmacy; reform in education
In vivo drug analysis is an important branch of drug analysis, and it is an analytical methodology to study the quality and quantity changes of drugs, their metabolites and endogenous substances in organisms. Through the analysis, we can understand the changes of drug quantity and quality in vivo, and obtain various parameters of drug pharmacokinetics, as well as absorption, distribution, metabolism and excretion in vivo [1]. We can also understand its interaction with biological macromolecules (such as protein molecules) in vivo and explore its metabolic pathway and mode in vivo, which is of great significance for therapeutic drug monitoring, pharmacokinetics research, pharmacology and toxicology research and clinical rational drug use. The teaching goal of in vivo drug analysis course is to cultivate students' ability to independently design and operate in vivo drug analysis experiments. This paper summarizes the problems existing in the curriculum and teaching of drug analysis in our school at present. The improvement of teaching methods is considered and discussed in order to improve the teaching quality of this subject and deepen the application of this subject in practical problems.
1 Problems in teaching
The curriculum of 1. 1 is not suitable.
At present, in vivo drug analysis course, as a professional examination course in our school, is only offered in the next semester of junior year of pharmacy major in clinical medical college, and there is no requirement for clinical pharmacy and pharmacy major students. In vivo drug analysis was first applied to the detection of clinical therapeutic drugs and the determination of bioavailability of preparations. Later, with the continuous development of analytical technology and the continuous upgrading of analytical instruments, in vivo drug analysis began to be closely related to clinical pharmacology and became the basic method and means to study the in vivo process of drugs [2]. At present, among the universities offering clinical pharmacy in China, Shenyang Pharmaceutical University, Fudan University and Guangdong Pharmaceutical University all take the course of in vivo drug analysis as the main professional course, and its important role in clinical pharmacy can be seen [3-4].
The teaching method of 1.2 needs to be improved urgently.
As an examination course, the course of in vivo drug analysis is mainly open-book examination at the final stage, and the content of the examination paper is mainly textbook content, and the experimental design questions only account for a small part; Most students can cope with the exam by copying a lot of exam materials, notes and courseware before the exam; Students' treatment of drug analysis in vivo will inevitably be different from other professional courses, and truancy and truancy often occur in the classroom. Only a few students who attend classes on time are listening carefully and thinking independently. Most students are playing mobile phones, memorizing words or doing review questions for postgraduate entrance examination. This naturally fails to achieve the purpose of teaching. Of course, on the other hand, students' learning enthusiasm is not enough, and classroom teaching is not attractive, which is also an important reason besides curriculum setting; The teaching method is still too stylized. For the examination course, while being treated differently by students and professional courses, teachers have failed to pay enough attention to it. Simple teaching methods, no innovation and outdated teaching materials are the main problems in the classroom teaching of in vivo drug analysis [5].
1.3 Lack of experimental teaching
At present, the course of in vivo drug analysis in our school consists of 30 hours of theoretical teaching, and there is no relevant content of experimental class. Drug analysis in vivo is a subject closely combining theory with practice, and the importance of practical operation is as important as or even more important than mastering theoretical knowledge [6]. The teaching objectives of in vivo drug analysis include: being familiar with the contents and requirements of incorrect establishment and method verification of biological sample analysis methods; Master the characteristics and application of biological sample pretreatment methods; Understand the experimental design of pharmacokinetics and the calculation of pharmacokinetic parameters. It can be seen that the main teaching goal still needs the help of experimental teaching to be better completed. Experimental classes can help students to concretize the abstract theories learned in textbooks; Applying the analytical methods learned in theoretical courses to solving specific problems can deepen the understanding and mastery of theoretical knowledge, and at the same time, it can cultivate and improve students' experimental operation ability, thus improving their professional quality in an all-round way. It is inevitable to only carry out theoretical teaching and ignore experimental teaching. Theoretically? [7] problem.
2. Thinking about solutions to existing problems
2. 1 Offering in vivo drug analysis course for clinical pharmacy specialty.
The main feature of clinical pharmacy specialty is the combination of pharmacy and clinical medicine. Carrying out clinical pharmacy is an important measure to ensure the safety, effectiveness and economy of patients' clinical medication. The development of clinical pharmacy has played a positive role in improving the level of clinical drug treatment. Medical institutions at all levels should be equipped with a corresponding number of clinical pharmacists in order to provide patients with higher quality medical services [8]. At present, the clinical work of clinical pharmacists in China is varied, among which monitoring the concentration of therapeutic drugs is the most basic practical application of drug analysis course knowledge in the body. Drug analysis in vivo is closely related to other pharmaceutical professional courses, and its position is significant. Is it in the pharmaceutical field? Eyes? Discipline provides an important methodology for the development of modern pharmacy. Therefore, the course of in vivo drug analysis has been set up in clinical pharmacy. Through the study of theoretical courses and the practice of experimental courses, students can not only master solid theoretical knowledge, but also improve the level of using modern in-vivo drug analysis technology to serve clinical pharmacy, so that students can become high-quality clinical pharmacy talents [9].
2.2 the reform and innovation of teaching methods
2.2. 1 Reasonable adjustment of teaching content
At present, the textbook used in the course of in vivo drug analysis in our hospital is the sixth edition of in vivo drug analysis published by People's Health Publishing House and edited by Li Haozhi. The main content of the textbook consists of two parts: general introduction and various theories [10]; The general introduction mainly introduces the significance and development of drug analysis in vivo; Theoretical knowledge such as the types of biological samples, pretreatment methods and the establishment and evaluation of analytical methods. Each theory introduces the practical application of drug analysis methods in vivo from seven aspects: therapeutic drug monitoring, pharmacokinetics research, drug abuse detection, endogenous substance determination, chiral drug determination in vivo, pharmacokinetics research of traditional Chinese medicine and trace element determination in vivo. According to the summary of my own teaching experience, the main contents of classroom teaching are adjusted accordingly; The general part is the basic theory of this course, which needs to be introduced in detail; For the discussion part, because the application of analytical methods in various aspects overlaps, we focus on the relevant knowledge in practical teaching, such as the detection of therapeutic drugs, pharmacokinetics research and so on. Then, various analysis methods, mainly chromatography, are introduced in detail, and the frontier analysis technologies in the current analysis field, such as chromatography, immunoassay, imaging technology (autoradiography, mass spectrometry imaging, spectral imaging) and so on, are emphatically introduced. While introducing various analysis methods, we will
2.2.2 Change and improve teaching methods.
Traditional teaching methods of theoretical course content? The teacher said, students listen? This model can easily make students feel bored and unable to concentrate; In the teaching process, we should try to combine various teaching methods and help each other as much as possible [1 1- 12] to enrich our classroom teaching methods, such as problem-based learning, theme teaching and inquiry teaching. Actively promote students' autonomous learning; In order to concretize the boring and abstract content, we can use multimedia teaching as much as possible and insert rich pictures, short films and videos into the teaching courseware. It can not only make the classroom atmosphere lively, but also increase the communication between teachers and students, so that students can have an intuitive understanding of the experimental methods and produce vivid memories. For the introduction and operation of large-scale instruments, because students can't operate by themselves and have limited class hours, they can't teach in groups, so they can also adopt the corresponding teaching method of combining pictures and videos.
2.2.3 Re-draft the evaluation methods and standards.
A single assessment method cannot comprehensively evaluate students' academic performance, so the assessment method is changed to a combination of usual grades, mid-term grades, experimental grades and final exam results. The usual grades account for 15%, mainly including attendance and classroom participation; Mid-term grade accounts for 15%, which is judged by the quality of papers required by students in the course or the completion of homework assigned in class; The experimental score accounts for 30%, which is determined by the attendance rate of experimental class, the results of experimental report and the results of experimental assessment; The final exam score accounts for 40%. Through this assessment method, students can be assessed from the aspects of mastering basic knowledge, students' learning attitude, students' ability to consult documents, independent thinking, analyzing problems and solving problems. Improve students' attention to the course and stimulate students' enthusiasm for learning.
2.3 to carry out experimental teaching
As a methodology, in vivo pharmaceutical analysis, like pharmaceutical analysis, the cultivation of experimental ability is an important part of course teaching, and it is inevitable to offer experimental courses on the basis of theoretical courses. Compared with the drug analysis experiment which focuses on cultivating students' basic experimental skills and operating norms, the experimental teaching of drug analysis in vivo should be paid more attention. Experimental method? Teaching [13- 14]. At present, most of the experimental courses in the undergraduate teaching of in vivo drug analysis in China are mainly confirmatory experiments, and students can follow the experimental steps in the handout step by step, lacking innovation and self-thinking; In view of the professional characteristics of clinical pharmacy in our school, the monitoring of clinical therapeutic drugs and the determination of bioavailability are the experimental contents closely related to the specialty, which are the basic confirmatory experimental teaching contents of the experimental course; In addition, comprehensive design-oriented experimental teaching can be combined with specialty to achieve the teaching purpose. In the choice of experimental topics, we can refer to the ongoing scientific research projects in the teaching and research section and choose some related topics. Students can also observe and participate in extracurricular time, feel the atmosphere of scientific research and master the experimental process in an all-round way.
3 Conclusion
With the continuous development of instrumental analysis technology, the functions of large-scale analytical instruments are expanding in the direction of higher sensitivity, better reproducibility and wider application. In vivo drug analysis has been deeply applied to all aspects of clinical pharmaceutical research and played an important role. In order to make students majoring in clinical pharmacy more competent when they enter clinical work, it is necessary to set up a course of in-vivo drug analysis for clinical pharmacy majors at the undergraduate education stage. By improving the teaching content of in vivo drug analysis, innovating teaching methods and learning experimental skills, students can better master professional theories and experimental methods and become talents to meet the needs of clinical pharmacy development.
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