基于全产业链的药品生产专业群职教本科人才培养模式探究
Exploration of the Talent Cultivation Mode for Vocational Undergraduate Students Majoring in Pharmaceutical Production in the Context of the Whole Industry Chain

随着医药产业向智能化、绿色化、全链条化转型升级，传统职业教育药品生产人才培养存在定位泛华，校企资源匹配、课程体系不合理和评价体系缺等一些列问题。本文基于全产业链视角，聚焦生产、质控、流通与管理等核心环节，立足重庆地区药品生产产业链岗位能力需求，明确各专业的培养目标、规格和方向，构建专业群“三进三化”人才培养模式，实现职教本科教育专业培养和岗位需求的紧密对接；在此基础上进一步深化产教融合，校企重构“共平台、分模块、群互选”的专业群课程体系，在提高学生实践能力的同时提高学生的基础理论基础，解决专科课程体系理论基础浅显、实训内容陈旧、普通本科的课程体系理论课比重大，实践教育缺乏等问题；最后构建多元主体参与、全过程动态监测、成果导向反馈的专业群教学质量评价体系，形成校企合作、全程监控，动态诊改的专业群教学评价机制，实现专业群的全方位评价，为药品生产职教本科的职教本科教育探索新的途径。
With the transformation and upgrading of the pharmaceutical industry towards intelligence, greenness, and full chain, there are a series of problems in the traditional vocational education of drug production talent cultivation, such as the positioning of pan China, the matching of school enterprise resources, the unreasonable curriculum system, and the lack of evaluation system. This article is based on the perspective of the entire industry chain, focusing on core links such as production, quality control, circulation, and management. Based on the job capacity needs of the pharmaceutical production industry chain in Chongqing, the training objectives, specifications, and directions of each major are clarified, and a “three in three” talent training model for professional groups is constructed to achieve close integration between vocational education undergraduate education professional training and job requirements; On this basis, further deepen the integration of industry and education, reconstruct the professional group course system of “common platform, modular division, and group mutual selection” between schools and enterprises, improve students’ practical ability while enhancing their basic theoretical foundation, and solve the problems of shallow theoretical foundation in the vocational course system, outdated practical training content, heavy theoretical course ratio in the undergraduate course system, and lack of practical education; Finally, a professional group teaching quality evaluation system with diverse subject participation, dynamic monitoring throughout the entire process, and outcome oriented feedback will be constructed, forming a professional group teaching evaluation mechanism with school enterprise cooperation, full process monitoring, and dynamic diagnosis and improvement. This will achieve comprehensive evaluation of professional groups and explore new ways for vocational education undergraduate education in pharmaceutical production.