Problem-based training for medical students reduces common prescription errors: a randomised controlled trial

Nora, C; Weyrich, Peter; Riessen, Reimer; Kirchhoff, Kerstin; Lammerding–Köppel, Maria

doi:10.1111/j.1365-2923.2009.03452.x

Cited by 27 publications

(35 citation statements)

References 42 publications

(52 reference statements)

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“…Specific prescribing tutorials/teaching modules significantly reduced prescription errors 18 26. However obligatory medical clerkships, where students are assumed to acquire prescribing skills by spending up to 16 weeks with a GP or in a hospital setting, did not have a significant effect on the rate of prescription errors 49…”

Section: Resultsmentioning

confidence: 99%

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Educational interventions to improve prescribing competency: a systematic review

et al. 2013

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ObjectiveTo review the literature on educational interventions to improve prescribing and identify educational methods that improve prescribing competency in both medical and non-medical prescribers.DesignA systematic review was conducted. The databases Medline, International Pharmaceutical Abstracts (IPA), EMBASE and CINAHL were searched for articles in English published between January 1990 and July 2013.SettingPrimary and secondary care.ParticipantsMedical and non-medical prescribers.InterventionEducation-based interventions to aid improvement in prescribing competency.Primary outcomeImprovements in prescribing competency (knows how) or performance (shows how) as defined by Miller's competency model. This was primarily demonstrated through prescribing examinations, changes in prescribing habits or adherence to guidelines.ResultsA total of 47 studies met the inclusion criteria and were included in the systematic review. Studies were categorised by their method of assessment, with 20 studies assessing prescribing competence and 27 assessing prescribing performance. A wide variety of educational interventions were employed, with different outcome measures and methods of assessments. In particular, six studies demonstrated that specific prescribing training using the WHO Guide to Good Prescribing increased prescribing competency in a wide variety of settings. Continuing medical education in the form of academic detailing and personalised prescriber feedback also yielded positive results. Only four studies evaluated educational interventions targeted at non-medical prescribers, highlighting that further research is needed in this area.ConclusionsA broad range of educational interventions have been conducted to improve prescribing competency. The WHO Guide to Good Prescribing has the largest body of evidence to support its use and is a promising model for the design of targeted prescribing courses. There is a need for further development and evaluation of educational methods for non-medical prescribers.

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Section: Resultsmentioning

confidence: 99%

“…Three studies measured the incidence of prescribing errors in written scenario-based examinations 18 26 49. Specific prescribing tutorials/teaching modules significantly reduced prescription errors 18 26.…”

Section: Resultsmentioning

confidence: 99%

Educational interventions to improve prescribing competency: a systematic review

et al. 2013

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“…Formative assessments can enhance the learning process if the feedback is provided effectively and timely manner. Research demonstrates that the combination of formative and summative assessments provides beneficial and long-lasting effects on learning in medical students (Juwah, C. et al 2004;Veloski, J. et al 2006;Celebi, N. et al 2009;Holmboe, J. et al 2010) It is effective in consolidating the learning such that global gains are made and reflected in other objective measurements such as grade point average. This is a significant finding, which further supports the use of formative assessment within the context of medical education.…”

Section: Discussionmentioning

confidence: 99%

“…Page | 7 required in the education and training to achieve a reasonable and comprehensive assessment strategy (Juwah, C. et al 2004;Veloski, J. et al 2006;Celebi, N. et al 2009;Holmboe, J. et al 2010;Sharma, S. et al 2015).…”

Section: Discussionmentioning

confidence: 99%

Implementation of formative assessment and its effectiveness in undergraduate medical education: an experience at a Caribbean Medical School

Arja¹,

Acharya²,

Alezaireg³

et al. 2018

MedEdPublish

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“…Conducting a 1 week training module consisting of seminars, discussions, and hands on training on drug-related problems was helpful in improving the prescribing skills of the medical students. [34] Significant improvement was also seen in the final-year dental students who attended a lecture on prescription writing as compared to the control group. [35] In the systematic review done by Kamarudin et al, it was suggested that educational interventional sessions were useful in improving the prescribing competencies of the medical students, by training them with the WHO guide to good prescribing.…”

Section: Discussionmentioning

confidence: 99%

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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Problem-based training for medical students reduces common prescription errors: a randomised controlled trial

Abstract: Prescription errors can be significantly reduced in a relatively brief training time by implementing a specific DRP teaching module.

Cited by 27 publications

References 42 publications

Educational interventions to improve prescribing competency: a systematic review

Educational interventions to improve prescribing competency: a systematic review

Implementation of formative assessment and its effectiveness in undergraduate medical education: an experience at a Caribbean Medical School

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

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