An agenda for UK clinical pharmacology: How should teaching of undergraduates in clinical pharmacology and therapeutics be delivered and assessed?

Maxwell, Simon

doi:10.1111/j.1365-2125.2012.04232.x

Cited by 42 publications

(44 citation statements)

References 19 publications

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“…Dada la problemática que plantea el uso indiscriminado de medicamentos y el aumento de la morbilidad causada por las reacciones adversas a ellos, lograr que los profesionales de la salud relacionen la percepción del riesgo con la frecuencia de dichas reacciones reportada en los estudios clínicos constituye, sin lugar a dudas, un reto para los sistemas de vigilancia farmacológica y las entidades académicas (21,22).…”

Section: Discussionunclassified

Una percepción en médicos bogotanos acerca del riesgo de reacciones adversas a grupos de medicamentos de uso común

Buendía

Zuluaga

2014

biomedica

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Introducción. Las reacciones adversas a medicamentos son un problema de salud pública; sin embargo, todavía son muchos los médicos que no parecen reconocer el riesgo asociado al uso de medicamentos. Objetivo. Valorar la percepción del riesgo de reacciones adversas asociado a los grupos de medicamentos más frecuentemente utilizados por los profesionales de la medicina en la práctica clínica. Materiales y métodos. Se llevó a cabo un estudio descriptivo y transversal con 200 médicos con un mínimo de dos años de experiencia clínica, y vinculados a hospitales públicos o clínicas privadas de Bogotá. La percepción del riesgo asociado a las reacciones adversas a medicamentos de 31 grupos farmacológicos o terapéuticos, se valoró usando una escala analógica visual (0-10 puntos). Resultados. La percepción del riesgo fue baja (puntaje promedio <5) con relación a 19 (61 %) de los 31 grupos de medicamentos. Los tres grupos que se relacionaron con una mayor percepción de riesgo de reacciones adversas a medicamentos (puntaje promedio >7) fueron: (a) la quimioterapia para el cáncer (mediana=8,5; rango intercuartílico: 1,8), (b) la insulina (mediana=8; rango intercuartílico: 4,8) y (c) los anticoagulantes (mediana=7,5; rango intercuartílico: 4). Conclusiones. Aunque existe una relación adecuada entre la percepción del riesgo y la frecuencia de las reacciones adversas a los medicamentos asociada con los grupos de mayor puntaje, también existe una importante subestimación del riesgo en medicamentos de uso común a nivel hospitalario y ambulatorio, como es el caso de los antiinflamatorios no esteroideos, los antihipertensivos y los anticonceptivos orales.Palabras clave: preparaciones farmacéuticas, toxicidad, efectos colaterales y reacciones adversas relacionados con medicamentos, control de riesgos, utilización de medicamentos.http://dx.doi.org/10.7705/biomedica.v34i3.2181Physicians' insight about adverse drug reaction to frequently used medication groups in Bogotá (Colombia) Introduction: Adverse drug reactions are a public health problem; however, still many prescribers do not seem to recognize the risk associated with the use of medications. Objective: To assess the perception of the risk of adverse reactions associated with the groups of drugs most frequently used in clinical practice. Materials and methods: Descriptive study made in 200 physicians with at least 2 years of clinical experience in Bogota, Colombia. The risk of adverse drug reactions associated with the use of medications was assessed using a visual analog scale (0-10 points). Results: The perception of risk was <5 points for 19 of the 31 (61%) therapeutic groups. The therapeutic groups that were related to increased perception of risk were chemotherapy for cancer (median, 8.5, interquartile range: 1.8), insulin (median, 8, interquartile range: 4.8) and anticoagulants (median, 7.5, interquartile range: 4). Conclusions: Although there is a relationship between the perception of risk and the frequency of adverse drug reactions associated with therapeutic groups of hi...

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Section: Discussionunclassified

Una percepción en médicos bogotanos acerca del riesgo de reacciones adversas a grupos de medicamentos de uso común

Buendía

Zuluaga

2014

biomedica

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“…The knowledge and skills acquired about this topic through this teaching model will help me in clinical practice 23 (14) 74 (45) 49 (30) 16 (10) 3 (2) 8…”

Section: Resultsmentioning

confidence: 99%

“…[10][11][12] In pharmacology too, researchers have used E-learning tools to improve prescribing skills, delivering concepts in clinical pharmacology and therapeutics. [13,14] In our study, out of the three ELMs considered, models 1 and 2 represent two different approaches to the blended learning technology since they utilize traditional didactic teaching supplemented with internet resources. In model 1, the supplementation of E-learning technique was done before the didactic lecture (presupplemental model), and in model 2, the supplementation was done after the lecture (postsupplemental model).…”

Section: Discussionmentioning

confidence: 99%

Implementation of supplemental E-learning models for blended learning in pharmacology

Tripathi¹,

Kurle²,

Jalgaonkar³

et al. 2017

Natl J Physiol Pharm Pharmacol

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Background: Pharmacology, an ever-expanding volatile subject, requires continuous reinforcement and self-learning. Lectures supplemented with E-learning activity like solving multiple choice questions (MCQs) online may help students to self-learn. Aims and Objectives: The project was designed to develop E-learning models (ELMs) and to evaluate perceptions of the students toward those. Materials and Methods: Three ELMs comprising 40 MCQs each were prepared for three different pharmacology topics and delivered to II MBBS students (n = 180) using web-based facility in three different ways: (1) Presupplemental model: First supervised pretest was conducted followed by online post-test on unexposed topic (i.e., before the lecture), (2) postsupplemental model: Lecture, followed by supervised pretest then followed by online post-test and (3) Replacement model: Supervised pretest on an unexposed topic followed by uploading of presentation on the topic for self-study followed by online post-test. The scores of the supervised test and online post-test were compared and feedback was collected from all students. Results: Out of 40, the average marks ± SD for supervised pretests were 6.5 ± 2.3, 11.2 ± 3.1, and 4.5 ± 1.5, whereas the online post-test scores, viz: 32.6 ± 4.8, 33.3 ± 6.7, and 34.7 ± 3.2 in model 1, 2, and 3, respectively (P < 0.0001). Students felt that E-learning activity improved understanding (57%), motivated self-learning (70%), and played supplementary role (73%). Conclusion: Students perceived that supplementation of lectures with E-learning activity in the form of online tests appeared beneficial and opined that it should be continued.

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“…In the United Kingdom initiatives to improve prescribing have recently been carried out 8 . Prescribe, a repository of elearning materials to support education in clinical pharmacology and prescribing has been created, and the Prescribing Skills Assessment, a national online assessment designed to allow medical students to demonstrate that they have achieved the core competencies required to begin postgraduate training has been developed.…”

Section: Editorialmentioning

confidence: 99%

Prescribing Skills for Undergraduate Medical Students: Time to Redress the Neglect?

Shankar

2013

Nepal J Epidemiology

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Challenges in teaching health science students about rational use of medicines include reservations of faculty members about the new learning resources, unfamiliarity with small group teaching, lack of involvement of pharmacologists in teaching therapeutics during the clinical years of training and non-involvement of pharmacists and pharmacologists in patient care activities10. These challenges have to be overcome and a major reorientation and refocusing of pharmacology departments in medical schools towards rational therapeutics may be needed. Modern medical education I feel focuses heavily on diagnosis of disease conditions. Considering the increasing complexity of modern treatment regimens, cost of care and the different stakeholders involved it is time ‘prescribing skills’ receive the attention and resources it richly deserves!DOI: http://dx.doi.org/10.3126/nje.v3i3.9186 Nepal Journal of Epidemiology 2013;3(3): 260-261

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An agenda for UK clinical pharmacology: How should teaching of undergraduates in clinical pharmacology and therapeutics be delivered and assessed?

Cited by 42 publications

References 19 publications

Una percepción en médicos bogotanos acerca del riesgo de reacciones adversas a grupos de medicamentos de uso común

Una percepción en médicos bogotanos acerca del riesgo de reacciones adversas a grupos de medicamentos de uso común

Implementation of supplemental E-learning models for blended learning in pharmacology

Prescribing Skills for Undergraduate Medical Students: Time to Redress the Neglect?

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