Prescribing knowledge in the light of undergraduate clinical pharmacology and therapeutics teaching in India: views of first-year postgraduate students

Abstract

ObjectivesThe study aimed to review the prescribing knowledge of first-year postgraduate doctors in a medical college in India, using the principles of good prescribing, to suggest strategies to improve rational prescribing, and to recommend what curriculum planners can do to accomplish this objective.MethodsFifty first-year postgraduate doctors were asked to fill in a structured questionnaire that sought information regarding their undergraduate training in clinical pharmacology and therapeutics, prescribing habits, and commonly consulted drug information sources. Also, the questionnaire assessed any perceived deficiencies in their undergraduate clinical pharmacology teaching and sought feedback regarding improvement in the teaching.ResultsEighty-eight percent of residents said that they were taught prescription writing in undergraduate pharmacology teaching; 48% of residents rated their prescribing knowledge at graduation as average, 28% good, 4% excellent, 14% poor, and 4% very poor; 58% felt that their undergraduate training did not prepare them to prescribe safely, and 62% felt that their training did not prepare them to prescribe rationally. Fifty-eight percent of residents felt that they had some specific problems with writing a prescription during their internship training, while 92% thought that undergraduate teaching should be improved. Their suggestions for improving teaching methods were recorded.ConclusionsThis study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of the useful suggestions given by the residents.

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

“…In terms of CPT topics, most articles (32%) evaluated competencies in antimicrobial prescribing and resistance, and in general prescribing (26%). Most studies (85%) used a cross‐sectional survey as the primary evaluation method; other evaluation methods comprised clinical cases ( n = 3) 10, 21, 22, clinical vignettes ( n = 3) 23, 24, 25, multiple‐choice exams ( n = 2) 10, 26, therapeutic consultations with patients in general practice ( n = 1) 27, drug prescriptions during internship ( n = 1) 28 and a mixture of quantitative and qualitative methods ( n = 1) 29. In total, 10 339 final‐year medical students were involved.…”

“…Eleven studies examined students' competencies regarding general prescribing 10, 21, 22, 26, 27, 28, 42, 50, 80, 81, 82. Six studies, including a large study of 2413 UK students and graduates, reported that students felt that there was a lack of learning opportunities related to rational prescribing during their medical training, and that they felt underprepared for their prescribing responsibilities 10, 22, 29, 80, 81, 82.…”

“…Six studies, including a large study of 2413 UK students and graduates, reported that students felt that there was a lack of learning opportunities related to rational prescribing during their medical training, and that they felt underprepared for their prescribing responsibilities 10, 22, 29, 80, 81, 82. Two studies, including a large multicentre study involving 895 European students, showed that students lacked essential prescribing knowledge and skills for common therapeutic problems 10, 21.…”

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

“…[4] Pharmacology teaching enhances the knowledge and skill of medical students about the different drug formulations and their usefulness in the treatment of various diseases. [5] Even though the art of writing prescriptions is learnt during their second year, the de -learning starts once they enter their third-year clinics, this may be due to increased work load, casual attitude, and no fear of assessment. The reason for this callous attitude needs to be deciphered.…”

Future Medical Doctors Are Ready to Prescribe Antimicrobials Safely and Rationally

“…The principal goal of clinical pharmacology and therapeutics is "to improve the care of patients by promoting the safe and effective use of medicines and to evaluate and introduce new therapies" [39]. Therefore, the answer remains in improving clinical pharmacology teaching and learning in undergraduate curriculum [40,41] with necessary assessment program regarding prescribing skill [40] need to incorporate with the hope situation will improve to provide better health care for common people of this planet.…”