发布时间 : 星期一 文章冷链物流外文文献翻译更新完毕开始阅读
文献出处：Vesper J, Karto?lu ü, Bishara R, et al. A case study in experiential learning: Pharmaceutical cold chain management on wheels[J]. Journal of continuing education in the health professions, 2010, 30(4): 229-236. 原文
A Case Study in Experiential Learning: Pharmaceutical Cold Chain
Management on Wheels VESPER, KARTO, RAFIK , THOMAS
Abstract
People who handle and regulate temperature-sensitive pharmaceutical products require the knowledge and skills to ensure those products maintain quality, integrity, safety, and efficacy throughout their shelf life. People best acquire such knowledge and skills through “experiential learning” that involves working with other learners and experts.
The World Health Organization developed a weeklong experiential learning event for participants so they could gain experience in how temperature-sensitive products are handled, stored, and distributed throughout the length of the distribution supply chain system. This experiential learning method enabled participants to visit, critically observe, discuss and report on the various components of the cold chain process. An emphasis was placed on team members working together to learn from one another and on several global expert mentors who were available to guide the learning, share their experiences, and respond to questions.
The learning event, Pharmaceutical Cold Chain Management on Wheels, has been conducted once each year since 2008 in Turkey with participants from the global pharmaceutical industry, health care providers, national regulatory authorities, and suppliers/vendors. Observations made during the course showed that it was consistent with the principles of experiential and social learning theories. Questionnaires and focus groups provided evidence of the value of the learning event and ways to improve it.
Keywords: experiential learning, social learning, pharmaceutical cold chain, handling of pharmaceutical products
Introduction Cold Chain Described
Many pharmaceutical products are temperature-sensitive and must be stored and transported at controlled temperatures—for instance, 2 to 8 degrees Centigrade. Exposure to temperatures outside the recommended range can result in damage to the product and cause safety issues or lack of effectiveness.
A “cold chain” is the integrated system of equipment (eg, cold rooms, shipping containers, refrigerators, and vehicles), procedures, records, and activities used to handle, store, transport, distribute, and monitor temperature-sensitive products. The allusion to a chain is apt. As with a physical chain, a cold chain is only so strong as its weakest link.
People are a critical element of a cold chain. They must correctly execute procedures and take appropriate actions in the event of a problem. Beyond the people directly involved in the cold chain are those who design and develop equipment and devices used in handling pharmaceutical products. Everyone involved must have the appropriate knowledge and skills to perform their jobs, as well as a vision of how the whole handling operation can be maintained and enhanced. The Need for Knowledge and Skills—The Problem
The World Health Organization’s Global Learning Opportunities for Vaccine Quality (previously called Global Training Network) recognized the need to develop the knowledge and skills of those involved in the pharmaceutical cold chain. Specifically, the challenge was how to provide an engaging learning event for manufacturers, health care providers, regulators, and other partners in the supply chain of temperature-sensitive products so they could critically evaluate a pharmaceutical “cold chain” system to ensure the quality, integrity, safety, and efficacy of the pharmaceutical product to the patients. Learning through Experiences with Others—The Solution
Acquiring knowledge and skills from experience is one important method for developing competence in a task, occupation, or profession. Internships, clinical
rotations, and practicums are examples of experiential learning, a highly regarded component of adult learning theory. Kolb defined experiential learning as “The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.” FIGURE 1 depicts Kolb’s cycle as modified by Boisot.
These stages form a dynamic learning cycle that a learner can enter at any stage, based on the unique characteristics of the individual. The four stages can be categorized into two sets of activities. First, concrete experience and abstract conceptualization occur when the learner “grasps” experiences. Second, reflective observation and active experimentation allow the learner to transform experience into knowledge and skill. Methods
The developers of the PCCMoW course looked for ways that would be richer and more engaging than a series of illustrated lectures. Specifically, they looked for ways that a group of participants ranging from regulatory authorities to health care providers from around the world could share their knowledge and learn together while working on authentic tasks. Participants represented a variety of roles within the cold chain, such as national regulatory authorities; manufacturing and quality assurance personnel from the pharmaceutical, biopharmaceutical, and vaccine industries; health care professionals who administer temperature-sensitive pharmaceuticals; and others involved in the supply, packaging, distribution, logistics, and cold chain management areas.
Additionally, the intent was to form a learning community that extended beyond the conclusion of the course. Therefore, a password-protected alumni community was developed wherein members cooperate and support each other via e-mail and online discussions as well as at conferences focused on cold-chain topics. Results
The PCCMoW course exhibits many attributes of experiential and social learning, consistent with the work of Kolb and Vygotsky. In Kolb’s four-stage model, learners may enter the process at any point, in part based on the individual’s learning style. For
simplicity, we will enter the process at the Concrete Experience stage. Conclusion
In examining the PCCMoW course, we see that its design and execution include the four aspects of experiential learning identified by Kolb and two important elements of social learning described by Vygotsky. We found some evidence that course participants were able to apply the knowledge and skills they acquired during the course in their jobs and practices. We identified 5 critical success factors necessary for an effective experiential learning course. Participant feedback indicates that a well-designed and executed experiential learning event can make an indelible mark on the participants. 译文
一个案例研究：药品冷链物流运输管理
维斯珀；卡特；拉菲克；托马斯
摘要
操作和管理热敏医药产品的人需要具备一定的知识和技能，以确保这些产品在它们的保质期内的质量、完整性、安全性和有效性。相关人员最好通过“体验式学习，多参与这方面的管理实践”获得这种知识和技能，包括与其他同门和专家一起工作。
世界卫生组织了为期一周的体验学习活动，那些参与者们可以通过这次实践活动获得关于如何处理、储存热敏产品等经验。这个实践体验法可以使参与者实地学习，考察、讨论和分享药品冷链管理过程。重点是团队成员一起努力，互相学习，并且还有来自全球范围内的几个专家来指导学习，分享他们的经验并回答相关问题。
医药冷链物流运输管理，自2008年以来，在土耳其就已经举行过类似的实践培训活动，参与者来自于全球各地制药行业的行业人士，以及卫生保健提供者、国家监管部门和供应商等。通过医药冷链物流运输管理实践，大家一致认为，都较好地掌握了医药冷链物流运输管理方面的技能和知识。问卷调查等方法获得的研究结果为以后的医药冷链物流运输的改善提供了实证案例证据。
关键词：实践活动；药物冷链物流；药品操作处理（完整译文请到百度文库）