Digital Learning to Improve Safe and Effective Prescribing: A Systematic Review

Bakkum, Michiel J.; Tichelaar, Jelle; Wellink, Anne; Richir, Milan C.; Agtmael, Michiel A. van

doi:10.1002/cpt.1549

Cited by 11 publications

(14 citation statements)

References 82 publications

(338 reference statements)

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“…Moreover, while all the resources aimed to teach one or more knowledge objectives, only 31 addressed at least one skill and 12 an attitude. The lack of skills teaching is not an issue for digital resources, as it has been previously shown that these resources can be used to teach skills and attitudes as well as knowledge, 5 and there are many examples of resources that focus on skills acquisition, such as the Prescribing safety assessment and Prescribing system sandboxes. Unfortunately, conventional curricula with more traditional teaching than problem‐based teaching methods are still dominant in many European medical schools 3 .…”

Section: Discussionmentioning

confidence: 99%

“…We have previously published a list of recommendations for the creation of digital educational resources for CPT. 5 From a student perspective, an ideal resource is one that can be accessed on demand (anywhere and anytime), that provides the student with autonomy to choose the order and depth of review, and that is split up in "bite-size" chunks of information that do not exceed the capacity of the student's working memory. The use of game-design principles (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Digital educational resources are ideal for this, because they can be easily shared over the Internet, translated and adapted to local standards—they can be reused widely across a variety of educational systems. Moreover, digital educational resources are effective in teaching the complex cognitive skills and attitudes required for safe prescribing 5 . For this reason, the EACPT and its affiliated Network of Teachers in Pharmacotherapy (NOTIP) seek to promote international collaboration via an online platform for sharing and creating digital educational CPT resources.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, digital educational resources are effective in teaching the complex cognitive skills and attitudes required for safe prescribing. 5 For this reason, the EACPT and its affiliated Network of Teachers in Pharmacotherapy (NOTIP) seek to promote international collaboration via an online platform for sharing and creating digital educational CPT resources. The aims of this study were to provide an overview of the digital educational resources currently used in European CPT education, to assess the learning objectives they address, and to evaluate their suitability for international use.…”

Section: Introductionmentioning

confidence: 99%

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Harmonizing and improving European education in prescribing: An overview of digital educational resources used in clinical pharmacology and therapeutics

Bakkum¹,

Tichelaar²,

Papaioannidou³

et al. 2020

Brit J Clinical Pharma

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Aim Improvement and harmonization of European clinical pharmacology and therapeutics (CPT) education is urgently required. Because digital educational resources can be easily shared, adapted to local situations and re‐used widely across a variety of educational systems, they may be ideally suited for this purpose. Methods With a cross‐sectional survey among principal CPT teachers in 279 out of 304 European medical schools, an overview and classification of digital resources was compiled. Results Teachers from 95 (34%) medical schools in 26 of 28 EU countries responded, 66 (70%) of whom used digital educational resources in their CPT curriculum. A total of 89 of such resources were described in detail, including e‐learning (24%), simulators to teach pharmacokinetics and/or pharmacodynamics (10%), virtual patients (8%), and serious games (5%). Together, these resources covered 235 knowledge‐based learning objectives, 88 skills, and 13 attitudes. Only one third (27) of the resources were in‐part or totally free and only two were licensed open educational resources (free to use, distribute and adapt). A narrative overview of the largest, free and most novel resources is given. Conclusion Digital educational resources, ranging from e‐learning to virtual patients and games, are widely used for CPT education in EU medical schools. Learning objectives are based largely on knowledge rather than skills or attitudes. This may be improved by including more real‐life clinical case scenarios. Moreover, the majority of resources are neither free nor open. Therefore, with a view to harmonizing international CPT education, more needs to be learned about why CPT teachers are not currently sharing their educational materials.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Harmonizing and improving European education in prescribing: An overview of digital educational resources used in clinical pharmacology and therapeutics

Bakkum¹,

Tichelaar²,

Papaioannidou³

et al. 2020

Brit J Clinical Pharma

Self Cite

View full text Add to dashboard Cite

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“…The Internet also makes interactive (distance) education possible. Indeed, it was recently shown that online digital learning resources are important assets to many prescribing curricula, and that they are effective in teaching the required knowledge, skills, and attitudes [27]. The open sharing of these resources between universities is currently being investigated as means to harmonize and modernize prescribing education [28].…”

Section: Internet/digital Support Systemsmentioning

confidence: 99%

WHO guide to good prescribing is 25 years old: quo vadis?

Tichelaar

Richir

Garner

et al. 2020

Eur J Clin Pharmacol

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Introduction Twenty-five years ago, the World Health Organization (WHO) published the Guide to Good Prescribing (GGP), followed by the accompanying Teacher's Guide to Good Prescribing (TGGP). The GGP is based on a normative 6-step model for therapeutic reasoning and prescribing, and provides a six-step guide for students to the process of rational prescribing. Method We reviewed the need to update both WHO publications by evaluating their use and impact, including new (theoretical) insights and demands. Based on information from literature, Internet, and other (personal) sources, we draw the following conclusions. Results 1. An update of the GGP and TGGP, both in terms of content and form, is necessary because of the current need for these tools (irrational medicine use and unavailability of medicines), the lack of similar documents, and the lack of connection with recent developments, such as Internet and modern education; 2. The basic (6-step) model of the GGP is effective in terms of rational prescribing in the undergraduate situation and is still consistent with current theories about (context) learning, clinical decision-making, and clinical practice; 3. The dissemination and introduction of the GGP and TGGP in education has been successful so far, but is still not optimal because of lack of support and cooperation. Conclusions On the basis of the evaluation results, a plan for the revision of the GGP and TGGP is presented.

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