A prescribing e-tutorial for medical students

Catling, Finneas J R; Williams, Jane; Baker, Robert

doi:10.1111/tct.12100

Cited by 5 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…DISCUSSION Previous studies have described benefits associated with the blended approach of studying to a variety of subject matters, including human anatomy (Catling et al, 2014;Durham, Brettell, Summerside, & McHanwell, 2009;Pereira et al, 2007). In fact, participants in one of the research project definitively outperformed those in the traditional curriculum (Pereira et al, 2007).…”

Section: ) Quantitative Commentsmentioning

confidence: 85%

“…One initiative is the use of videos to trigger active learning, leaving more time for interactions, questions and answers (Q&A), and for reflections. A quick literature review shows that the use of multimedia (videos) to achieve such aims has been attempted in other parts of the world, with fairly convincing outcomes (Catling, Williams, & Baker, 2014;Soh, Reed, Poulos, & Brennan, 2013). These include drug prescriptions, detecting radiological lesions, and in general pathology education (Thakore & McMahon, 2006).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using video in medical education: What it takes to succeed

2017

TAPS

View full text Add to dashboard Cite

Videos when properly embedded within the curriculum might make learning the basic sciences such as human anatomy much more engaging for medical students. It is unclear how the use of video is advantageous. Possible scientific causations for such an observation include visual and auditory stimulation, coupled with ease of access for the learner. Video usage empowers the medical students to learn in an active manner. However, this cannot happen if motivation for self-directed learning is lacking. This research aims to 1) Elucidate qualitative and quantitative comments on how videos help to enhance anatomy learning. 2) Quantify the level of motivation for self-directedness in order for videos to be impactful amongst medical students. A short video was embedded into selected part of the 1st year anatomy curriculums (pharynx and larynx) for selected medical students (n=100). Separately, all students in the cohort (n=300) were assessed for their attitude towards active learning via a survey on motivation levels. This was done using the modified PRO-SDLS. Results showed that 85% of the participants enjoyed learning the anatomy of the pharynx and larynx with embedded videos (P<0.05). Specifically, they liked the Q&A sessions, the virtual chat platform, and the mode of delivery. Participants perceive it to be clearer, and more structured (P<0.05). Concomitantly, all medical students surveyed exhibited unusually high motivation for self-directed learning (≥ agreeing with probe questions in the PRO-SDLS) (P<0.05). This allows videos to be impactful. In conclusion, with videos, medical students appreciated the relevance of basic regional anatomy more in a statistically significant manner compared to controls. However, a threshold motivation is required for active learning to be successful.

show abstract

Section: ) Quantitative Commentsmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Using video in medical education: What it takes to succeed

2017

TAPS

View full text Add to dashboard Cite

show abstract

“…All final year medical students in the UK are now expected to successfully complete the Prescribing Skills Assessment in order to progress into the Foundation Programme 30. This assessment measures basic level competence upon entry into the workplace, but there are no further assessments thereafter.…”

Section: Discussionmentioning

confidence: 99%

A study of Foundation Year doctors’ prescribing in patients with kidney disease at a UK renal unit: a comparison with other prescribers regarding the frequency and type of errors

et al. 2015

View full text Add to dashboard Cite

ObjectivesErrors in the process of prescribing can lead to avoidable harm for patients. Establishing the extent of prescribing errors across medical specialties is critical. This research explores the frequency and types of prescribing errors made by healthcare professionals prescribing in patients with renal disease where prescribing problem-solving and decision-making is complex due to co-existing multimorbidity MethodsAll prescriptions and errors made by prescribers were captured over a four-month period at a UK renal unit. Data was recorded about the medicine associated with error, the nature and severity of error, alongside the prescriber's occupational grade. ResultsThere were 10394 items prescribed and 3.54% with associated prescribing errors. Whilst Foundation year one doctors made almost one error every week (n=15.13) and Foundation year two doctors one every two weeks (n=8.00), other prescribers made one error per month (n=3.94, 95%). The medicines most frequently associated with errors for Foundation doctors were paracetamol (6.51%), calcium acetate (5.33%), meropenem (3.55%), alfacalcidol (3.55%) and tazocin (3.55%), whilst for all other prescribers they were meropenem (6.15%), alfacalcidol (4.62%), co-amoxiclav (4.62%) and tacrolimus (4.62%). The most common types of error for both groups were omitting the indication, using the brand name inappropriately, and prescribing inaccurate doses. ConclusionsThe range of errors made by multi-professional healthcare prescribers confirms complexity of prescribing on a renal unit for patients with kidney disease and multimorbidity. These findings have implications for the types of educational interventions required for reducing avoidable harm and overcoming human factors challenges to improve prescribing behaviour.

show abstract

“…Other medical schools have implemented prescribing e-tutorials for their students. Catling et al showed that students who completed these modules had a significantly increased confidence across all prescribing skills 4 ; national, widespread implementation of this may be effective. Prescribing tutorials aimed at reflecting on and tackling common errors could also be given to foundation year doctors to increase the knowledge and expertise as prescription errors are costly and detrimental to patient care.…”

mentioning

confidence: 99%