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 points, and that of the observation group was 77.15 points. There was no statistically significant difference (t = ?) (P ＞ 0.05), but the failure rate in the observation group decreased, and the excellent rate increased. The results of questionnaire survey showed that the reform had been highly recognized by students in terms of deepening the application of knowledge, enhancing course interest and practical skills and improving professional identity. However, it still needs to be continuously optimized in aspects such as the integration of ideological and political cases with professional knowledge, applicability of flipped classrooms and accuracy of the evaluation system.

Conclusions The four-dimensional collaborative 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.