A powerpoint game format to teach prescription writing

Rajasekaran, Senthil; Senthilkumar, Uma; Gowda, V.

doi:10.1080/01421590802216274

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…A module on prescription writing incorporated with lecture‐based teaching improved the prescription‐writing skill of undergraduate dental students in our study. However, alternative teaching methods and material that supplement the traditional lecture format may also serve as effective teaching methods, as reported by other researchers 12 , 15 , 18 , 19 . In addition, dental students should have the opportunity to practice and receive feedback from their supervisors or teachers in order to ensure graduates are competent in this area.…”

Section: Resultsmentioning

confidence: 99%

An Assessment of the Prescribing Skills of Undergraduate Dental Students in Malaysia

Akram

ZamZam

Mohamad

et al. 2012

Journal of Dental Education

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Most dental schools lack a module on prescription writing in pharmacology. This study assessed the prescription writing skills of a group of Malaysian dental students at the end of their undergraduate training program. A quantitative study of a two-group posttest experiment was designed, and thirty-seven ifth-year (inal-year) dental students were divided into two groups (A [n=18] and B [n=19]). Group A received a didactic lecture on how to write a complete prescription, while Group B served as a control group. For prescription writing, three standardized dental scenarios with a diagnosis of irreversible pulpitis associated with a child and a pregnant woman and periapical pulpitis for an adult man were administered. Thus, a total of 111 prescriptions (Group A [n=54] and Group B [n=57]) were collected. Twelve elements in each prescription were assessed by frequency and a chi-square test. Improvements in eight out of the twelve elements were observed in prescriptions written by students in Group A. The signiicantly improved elements were provision of the symbol R x (39.8 percent) (p<0.001), inclusion of the prescriber's signature (75.3 percent) (p<0.001), inclusion of the date with the prescriber's signature (54.6 percent) (p<0.001), and inclusion of the prescriber's registration (30.5 percent) (p<0.001). Overall, Group A gained almost a 50 percent improvement in writing complete prescriptions due to the intervening lecture. It appeared a traditional lecture led to the more accurate writing of a complete prescription. It was suggested that a module on prescription writing be added to the school's pharmacology curriculum, so that dental graduates will be competent in prescription writing for the sake of their patients' health.

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Section: Resultsmentioning

confidence: 99%

An Assessment of the Prescribing Skills of Undergraduate Dental Students in Malaysia

Akram

ZamZam

Mohamad

et al. 2012

Journal of Dental Education

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“…Other reported educational methods include problem based learning,10–12 interactive tutorials13 and computer games 14. All these studies share a key weakness: they do not report the educational interventions in sufficient detail to allow replication.…”

Section: Introductionmentioning

confidence: 99%

Improved junior paediatric prescribing skills after a short e-learning intervention: a randomised controlled trial

Gordon¹,

Chandratilake

Baker

2011

Archives of Disease in Childhood

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“…Educational games for medical students include board games [7][8][9], card games [10], video games [11], and game shows [12][13][14][15][16][17][18]. Some of the games in medical education are directed toward teaching new concepts [7,8,10,12,14,[16][17][18], while the purpose of others is review [9,13,15,19]. While there is evidence that students find games more enjoyable and stimulating than standard lectures [16,18], evidence for their utility in increasing knowledge is conflicting, perhaps in part due to the limited number of rigorous studies [20].…”

Section: Introductionmentioning

confidence: 94%

A Multimedia Audience Response Game Show for Medical Education

et al. 2014

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Games are increasingly popular in medical education. However, there is a need for games that target today's learners, including their preferences for active participation, social interaction, immediate feedback, and multimedia formats. With these preferences in mind, a commercially available game show template was used to develop a game show for review of medical microbiology. The game show was combined with an audience response system ("clickers") to enable participation of all students in a large group setting. A 19-item questionnaire was used to measure students' perceptions of the game. The questionnaire was administered after participants had played the games on three separate occasions during their first year of medical school. The response of medical students to the game shows was overwhelmingly positive. Students valued the ability of the game shows to engage them, to provide a positive learning environment, to clarify concepts, and to develop clinical thinking. The game software combined with an audience response system provides a visually rich, engaging format that could be used for a review of any basic science discipline.

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A powerpoint game format to teach prescription writing

Cited by 7 publications

References 3 publications

An Assessment of the Prescribing Skills of Undergraduate Dental Students in Malaysia

An Assessment of the Prescribing Skills of Undergraduate Dental Students in Malaysia

Improved junior paediatric prescribing skills after a short e-learning intervention: a randomised controlled trial

A Multimedia Audience Response Game Show for Medical Education

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