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Integrating ideological and political education into clinical pharmacology: reforming medical education |
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| รหัสดีโอไอ | |
| Creator | Jian Yang |
| Title | Integrating ideological and political education into clinical pharmacology: reforming medical education |
| Contributor | Lanjie Huang, Yang Liu, Keyi Peng, Xin Chen, Bingliang Li, Mu Yan, Beibei Ye, Ji Li |
| Publisher | The Pharmacological and Therapeutic Society of Thailand |
| Publication Year | 2567 |
| Journal Title | Journal of Basic and Applied Pharmacology |
| Journal Vol. | 4 |
| Journal No. | 2 |
| Page no. | O78-97 |
| Keyword | ideological education, political education, clinical pharmacology, medical education, professional ethics |
| URL Website | https://li01.tci-thaijo.org/index.php/JBAP |
| Website title | เว็บไซต์คลังข้อมูล |
| ISSN | 2774-0854 (Online) |
| Abstract | Objective: To explore the integration of ideological and political education into clinical pharmacology courses and assess its impact on student engagement, knowledge, and professional readiness. Methods: This study employed a mixed-methods approach involving surveys, examination score analysis, and educational material reviews. Pre- and post-course surveys assessed changes in student attitudes, knowledge, and engagement. Examination scores were analyzed to evaluate academic performance. Statistical analyses included paired t-tests, Wilcoxon signed-rank tests, ANOVA, and regression models. Exploratory Factor Analysis (EFA) and k-means clustering identified distinct student groups based on engagement and attitudes. Results: The integration of ideological and political education significantly enhanced student engagement and knowledge. Pre- and post-course surveys indicated improvements in understanding clinical pharmacology (t = 8.611, p < 0.001) and ethical issues (t = 3.197, p = 0.001). Examination scores showed higher median and mean values post-reform: Regular Score remained similar, with a median of around 69.0, while the Final Examination Score increased from 73.0 to 77.0, and the Final Score rose from 72.0 to 74.0. Standard deviations decreased, indicating more consistent performance. Regression analysis confirmed the intervention's positive impact (coefficient = 2.2043, p < 0.001), with regular scores as strong predictors of final scores (coefficient = 0.6054, p < 0.001). K-means clustering identified three distinct groups: low, moderate, and high engagement, with the highest engagement group showing substantial educational enhancements. Conclusion: Integrating ideological and political education into clinical pharmacology enhances the overall quality of medical education, fostering well-rounded, ethically grounded, and socially responsible medical professionals. Future studies should expand to larger, more diverse samples and other medical disciplines to validate and extend these findings. |
