Assessment of the Prescribing Knowledge, Attitude and Skills of Medical Students and Interns in a Large Teaching Hospital of Southern India

Khan, Afzal; Rashed, Mohammed Rafiuddin; Muneersha, T. K. Mohammed; Rahiman, O M Fasalu

doi:10.13005/bpj/385

Cited by 7 publications

(11 citation statements)

References 18 publications

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“…In the prescriber information, (Figure 1) the prescriber name and signature was missing in 56% of the prescriptions, which is more than that reported by Mahato et al 22%, Patel et al 30%, but were lesser than that reported by Khan et al 77% and Dharmadikari et al 82% [18][19][20][21] The prescriber registration number was missing in 58% of the prescriptions, which is lesser as compared to the studies where it was not written in 85% and 77% of the prescriptions. [18,20] The use of personalized stamps bearing the prescribers name and registration number was found to be a useful and inexpensive method to improve the quality of the prescriptions.…”

Section: Discussionmentioning

confidence: 90%

“…[18,20] The use of personalized stamps bearing the prescribers name and registration number was found to be a useful and inexpensive method to improve the quality of the prescriptions. [22] On further analysis, in 56% of the prescriptions dates were not written, which is lesser as compared to the study by Khan et al (81%).…”

Section: Discussionmentioning

confidence: 99%

“…[22] On further analysis, in 56% of the prescriptions dates were not written, which is lesser as compared to the study by Khan et al (81%). [20] As the students were not aware of the legal status of the prescriptions. Presence of dates in the prescription is useful in monitoring the drug therapy and also during drug refills.…”

Section: Discussionmentioning

confidence: 99%

“…The strength of the drug was not mentioned in 57% of the prescriptions, similar observations were made in another study. [20] Writing drug strength is vital, as pharmaceutical products are available in different strengths. In 52% of the prescriptions, dosage forms of the drugs were written incorrectly or missing.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of hands on training on prescription writing skills among medical students in a tertiary care teaching hospital

Raghu¹,

Arumugam²,

Paul³

2017

Natl J Physiol Pharm Pharmacol

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Background: Prescription writing is an essential and a basic skill to be acquired by medical students during their training. Specific training and supervision in writing a rational prescription should be emphasized during undergraduate teaching to minimize prescription errors. Aims and Objectives: The prime objective of this study was to evaluate the ability of the second-year MBBS students to write a prescription and to assess the effectiveness of hands on training on appropriate prescription writing. Materials and Methods: A cross-sectional, observational study was conducted among 117 second-year MBBS students. Students were asked to write prescriptions for three case scenarios. An educational interventional session and hands on training was conducted. Post session the students were asked to write prescriptions for three different case scenarios. All the prescriptions were analyzed and feedback was given to the students. Results: 350 prescriptions each were collected pre-and post-educational interventional sessions from the students. The completeness of the prescriptions were analyzed on the basis of the prescriber and drug-related components. A widespread lacunae was observed in the prescription writing skills of the medical students, which improved significantly (P < 0.05) after the educational interventional sessions and hands on training. Conclusion: This study shows that hands on training has improved the prescription writing skills of the medical students. This type of training should be included as a part of pharmacology practical curriculum.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of hands on training on prescription writing skills among medical students in a tertiary care teaching hospital

Raghu¹,

Arumugam²,

Paul³

2017

Natl J Physiol Pharm Pharmacol

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“…Prescribing medicines is the most common clinical intervention for any medical doctor throughout their working life to recuperate the health of their patients [32]. Moreover, prescribing is a multifaceted, thought-provoking, and progressively onerous job that necessitates a comprehensive knowledge of medicine and diseases combined with an empathetic attitude of care and integrity toward the patient and the society [33,34]. The prescribing process includes essential four steps: (i) Precise diagnosis; (ii) evaluating the benefit to harm; (iii) selecting the right drug, dose, and necessary dialog with the patient about the anticipated treatment options; and (iv) probable beneficial and adverse effects [35].…”

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confidence: 99%

Future Medical Doctors Are Ready to Prescribe Antimicrobials Safely and Rationally

Haque

2017

Asian J Pharm Clin Res

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Do final‐year medical students have sufficient prescribing competencies? A systematic literature review

Brinkman

Tichelaar

Graaf

et al. 2018

Brit J Clinical Pharma

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AimsPrescribing errors are an important cause of patient safety incidents and are frequently caused by junior doctors. This might be because the prescribing competence of final‐year medical students is poor as a result of inadequate clinical pharmacology and therapeutic (CPT) education. We reviewed the literature to investigate which prescribing competencies medical students should have acquired in order to prescribe safely and effectively, and whether these have been attained by the time they graduate.MethodsPubMed, EMBASE and ERIC databases were searched from the earliest dates up to and including January 2017, using the terms ‘prescribing’, ‘competence’ and ‘medical students’ in combination. Articles describing or evaluating essential prescribing competencies of final‐year medical students were included.ResultsTwenty‐five articles describing, and 47 articles evaluating, the prescribing competencies of final‐year students were included. Although there seems to be some agreement, we found no clear consensus among CPT teachers on which prescribing competencies medical students should have when they graduate. Studies showed that students had a general lack of preparedness, self‐confidence, knowledge and skills, specifically regarding general and antimicrobial prescribing and pharmacovigilance. However, the results should be interpreted with caution, given the heterogeneity and methodological weaknesses of the included studies.ConclusionsThere is considerable evidence that final‐year students have insufficient competencies to prescribe safely and effectively, although there is a need for a greater consensus among CPT teachers on the required competencies. Changes in undergraduate CPT education are urgently required in order to improve the prescribing of future doctors.

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Assessment of the Prescribing Knowledge, Attitude and Skills of Medical Students and Interns in a Large Teaching Hospital of Southern India

Cited by 7 publications

References 18 publications

Evaluation of hands on training on prescription writing skills among medical students in a tertiary care teaching hospital

Evaluation of hands on training on prescription writing skills among medical students in a tertiary care teaching hospital

Future Medical Doctors Are Ready to Prescribe Antimicrobials Safely and Rationally

Do final‐year medical students have sufficient prescribing competencies? A systematic literature review

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