Objective To explore a diversified teaching model of pharmaceutical administration oriented by the improvement of professional competence, and evaluate its actual impact on the academic performance and teaching satisfaction of pharmacy students.

Methods The students majoring in pharmacy of the 2022 grade were taken as the control group (traditional teaching), and those majoring in pharmacy of the 2023 grade were taken as the observation group (teaching reform). The observation group carried out a "four-dimensional collaboration" teaching reform, which included cross-border teacher collaboration, ideological and political case updates, innovative teaching methods and reconstruction of the practical curriculum system. The effect was evaluated through the final exam results and questionnaire surveys.

Results The average score of the control group was (76.71 ± 7.89) points, and that of the observation group was (77.15 ± 7.05) points, and there was no statistically significant difference (t = 0.44, P ＞ 0.05), but the failure rate in the observation group decreased, and the excellent rate increased. The questionnaire survey revealed that, compared with the control group, the observation group showed significantly higher satisfaction with both teaching effectiveness and ideological and political education. In the observation group, 81.25% of the students gave positive feedback on the flipped classroom activities, particularly scenario simulations and classroom discussions, while the positive evaluation rates for all dimensions of the practical courses exceeded 99%.

Conclusions The "four-dimensional collaboration" teaching model oriented by professional competence can effectively enhance students' job competence and comprehensive quality, and provide a replicable practical path for improving the quality of the "pharmaceutical administration" course.