目的 为临床合理使用替考拉宁以及更好地管理接受替考拉宁治疗的患者。方法 从药学角度对2022年日本《2022 JSC/JSTDM临床实践指南:替考拉宁治疗药物监测》(简称《指南》)涉及替考拉宁治疗的9个临床问题进行解读。结果 《指南》指出药-时曲线下面积/最小抑菌浓度是替考拉宁的关键药动学/药效学参数。替考拉宁治疗药物监测(TDM)的目的是明确目标谷浓度(C_min),对于严重或复杂的耐甲氧西林金黄色葡萄球菌(MRSA)感染,指南建议替考拉宁C_min为20~40 mg/L。肾功能正常或轻度受损的非复杂性的MRSA感染,目标C_min为15~30 mg/L。严重和/或复杂性MRSA感染,如感染性心内膜炎和骨髓炎,替考拉宁C_min为20~40 mg/L。结论 《指南》针对不同病理状态下患者替考拉宁目标C_min的确定,为临床治疗中替考拉宁TDM、个体化给药提供参考。

Objective To make rational use of teicoplanin and better management of patients treated with teicoplanin. Methods Nine clinical issues related to the treatment of teicoplanin in Clinical practice guidelines for therapeutic drug monitoring of teicoplanin: a consensus review by the Japanese Society of Chemotherapy and the Japanese Society of Therapeutic Drug Monitoring (Japan, 2022) were interpreted from the perspective of pharmacy. Results The guidelines indicated that the area under drug-time curve/minimum inhibitory concentration was the key pharmacokinetic/pharmacodynamic parameters of teicoplanin.The purpose of therapeutic drug monitoring (TDM) of teicoplanin is to specify the target trough concentration (C_min), which guidelines recommend for severe or complex methicillin-resistant Staphylococcus aureus (MRSA) infection is 20-40 mg/L.The target C_min for uncomplicated MRSA infection with normal or mildly impaired renal function is 15-30 mg/L.For severe and/or complex MRSA infections, such as infective endocarditis and osteomyelitis, the C_min of teicoplanin was 20-40 mg/L. Conclusions The guidelines are aimed at the determination of target C_min of teicoplanin in patients with different pathological conditions, and provide reference for individual drug administration and teicoplanin TDM in clinical treatment.

目的 探讨TBL(Team-Based Learning)教学在临床实践教学中的应用效果。方法 将2015年外科实习学生分为应用传统教学的对照组与应用TBL教学的实验组,教学效果采用出科考核成绩、实习效果调查和TBL教学法可行性调查问卷进行评估。结果 两组学生出科考核成绩无明显差异, TBL有助于提高学生解决临床问题的综合能力、课堂参与度、自觉知识掌握度、实习满意度。结论 TBL可以增强学生主动思考学习、团队协作能力,在临床实践教学中切实可行。

Objective To explore the application effect of TBL (Teaching Team-Based Learning) in clinical practice teaching. Methods The surgical internship students of the year 2015 were divided into the control group with traditional teaching and the experimental group with TBL teaching. The teaching effect was evaluated by the examination results, the internship effect survey and the TBL pedagogical feasibility questionnaire. Results There was no significant difference between the two groups in their test scores. TBL helped to improve students' comprehensive ability to solve clinical problems, classroom participation, degree of self-knowledge and internship satisfaction. Conclusion TBL may enhance students' ability of active thinking and learning, teamwork and practicing in clinical practice teaching.