Error reduction: academic detailing as a method to reduce incorrect prescriptions

Shaw, J; Harris, Peter; Keogh, G.; Graudins, Linda V; Perks, E R; Thomas, Paul S.

doi:10.1007/s00228-003-0683-2

Cited by 26 publications

(33 citation statements)

References 6 publications

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“…Ten educational interventions were targeted at general practitioners (GPs),25 29 30 32–34 40 44 46 63 10 were conducted in hospitals,41 45 52 59 61 62 65–67 69 six were implemented at primary healthcare clinics/facilities,36–38 43 60 70 20 interventions were incorporated within the curriculum at universities18 26–28 31 39 42 47–51 53–58 64 68 and one intervention was carried out in pharmacies 35. These studies were conducted in numerous countries around the world (table 1).…”

Section: Resultsmentioning

confidence: 99%

“…Seven studies evaluated the impact of educational interventions on the rate of prescribing errors using an audit of medication charts before and after the intervention 41 45 52 61 65–67. Multidisciplinary interventions using interrelated educational and behavioural modification strategies significantly reduced prescribing errors 65 66.…”

Section: Resultsmentioning

confidence: 99%

“…Multidisciplinary interventions using interrelated educational and behavioural modification strategies significantly reduced prescribing errors 65 66. Academic detailing reduced the number of incorrect prescriptions written for addictive medicines,45 however prescription errors were defined only on the basis of local state laws in Australia and no assessment of the appropriateness of the choice of medicines was made. Webbe et al 41 reported a reduction in prescribing errors following pharmacist accompaniment on prescribing rounds and a clinical teaching pharmacist programme.…”

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%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Educational interventions to improve prescribing competency: a systematic review

et al. 2013

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“…16 Academic detailing has been shown to reduce hospital prescribing errors. 17 However, a recent review concluded that published evidence regarding the impact of educational strategies on improving prescribing errors is limited. Published studies, in general, were of brief interventions with short follow-up periods and lacked testing in 'real-life' situations.…”

Section: Intervention Designmentioning

confidence: 99%

Simple prescribing errors and allergy documentation in medical hospital admissions in Australia and New Zealand

et al. 2012

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“…1 However, little has been published on the effectiveness of providing education and feedback to institutional clinicians to reduce prescribingrelated errors. [6][7][8] Providers often are already aware of ''classic'' medication order errors, but at most institutions, specific examples of prescribing errors are not regularly communicated from the pharmacy dispensary to prescribers. One exception occurs when a dispensary pharmacist contacts a prescriber to clarify an order.…”

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confidence: 99%

Assessing the impact of an educational program on decreasing prescribing errors at a university hospital

Peeters

Pinto

2009

Journal of Hospital Medicine

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BACKGROUND: Several complex and costly interventions reduce medication errors. Little exists on the effectiveness of providing education and feedback to institutional clinicians as a means of reducing errors. OBJECTIVE: To determine the impact on prescribing errors of a pharmacist‐led educational intervention. DESIGN: Prospective, interrupted time series study. SETTING: This study was conducted among internal medicine residents at the 320‐bed University of Toledo Medical Center. INTERVENTION: The educational intervention was conducted during a 6‐month period beginning in November 2006. The intervention included an initial hour‐long lecture followed by biweekly and then monthly discussions that used timely, institution‐specific examples of prescribing errors. MEASUREMENTS: Data were collected at 5 time points: month 0 (preintervention period); months 1, 3, and 6 (intervention period); and month 7 (postintervention period). Errors were identified, transcribed, coded, and entered into a database. The primary outcome was the frequency of prescribing errors during each period. A Bonferroni‐adjusted chi‐square analysis was conducted with an a priori experiment‐wise alpha of 0.05. RESULTS: A reduction in prescribing errors of 33% following the first intervention month and a mean 26% reduction during the study period were observed (P < 0.0025). The frequencies of preintervention and postintervention errors did not differ significantly. CONCLUSIONS: A straightforward educational intervention reduced prescribing errors during the period of active intervention, but this effect was not sustained. Ongoing communication and education about institution‐specific medication errors appear warranted. Journal of Hospital Medicine 2009;4:97–101. © 2009 Society of Hospital Medicine.

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Error reduction: academic detailing as a method to reduce incorrect prescriptions

Abstract: Academic detailing appears to be a useful method of reducing erroneous hospital prescriptions; and, to our knowledge, this is a novel finding.

Cited by 26 publications

References 6 publications

Educational interventions to improve prescribing competency: a systematic review

Educational interventions to improve prescribing competency: a systematic review

Simple prescribing errors and allergy documentation in medical hospital admissions in Australia and New Zealand

Assessing the impact of an educational program on decreasing prescribing errors at a university hospital

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