“Hopefully, I will never forget that again” – sensitizing medical students for drug safety by working on cases and simulating doctor-patient communication

Kirsch, Verena; Johannsen, Wencke; Thrien, Christian; Herzig, Stefan; Matthes, Jan

doi:10.3205/zma001225

Cited by 4 publications

(3 citation statements)

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“…Vygotsky's constructivism highlights instructional scaffolding, where teachers guide students to expand their cognitive schema, leading to improved development potential (Vygotsky and Cole, 1978). This approach engages learners in purposeful, learner-centered activities such as idea reflection, case discussions, self-assessment of confidence, simulation, and gamebased activities (Fidalgo-Neto et al, 2014;Vana and Silva, 2014;Jones et al, 2015;McLaughlin et al, 2015;Hermanns et al, 2017;Remington et al, 2017;Sanko and McKay, 2017;Zuna and Holt, 2017;Al-Sallami and Loke, 2018;Bernaitis et al, 2018;Patrick et al, 2018;Kirsch et al, 2019). Pedagogical support through active learning strategies may foster lifelong learners with enhanced confidence, critical thinking, and collaborative skills.…”

Section: Discussionmentioning

confidence: 99%

“…For students in transition years, the interventions yielded improved competence in solving pharmacokinetic problems and transferability of skills for patient care (Dang, 2017;Zuna and Holt, 2017;Al-Sallami and Loke, 2018). Advanced students exhibit a high level of confidence in identifying, preventing, correcting, and communicating drug errors, particularly with prescription writing, fostering a more rational approach to prescribing (Kirsch et al, 2019). Furthermore, a shift toward a learner-centered approach in elective and capstone pharmacotherapy courses actively engages students, enhancing their learning, confidence, and competence (Trujillo et al, 2015;Remington et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Case-based learning in integrated courses, such as pathophysiology, medicinal chemistry, pharmacology, and therapeutics, underscores the positive impact of progressive disclosure courses on pharmacy students' confidence in patient care skills, including information gathering, assessment, pharmacotherapy planning, and monitoring (Howard and Gaviola, 2018). The papers that encompassed this context are mainly based on safe experiential learning theory (Hirsch and Parihar, 2014;Thomas et al, 2014;Tittle et al, 2014;Vana and Silva, 2014;Brinkman et al, 2015;Karpa et al, 2015;Keijsers et al, 2015;Tichelaar et al, 2015;Hanson, 2016;James et al, 2016;Tichelaar et al, 2016;Dang, 2017;Funk et al, 2017;Javadi et al, 2017;King and Khan, 2017;Patel et al, 2017;Persky et al, 2017;Sanko and McKay, 2017;Tinnon and Newton, 2017;Aggar et al, 2018;Coons et al, 2018;Cropp et al, 2018;Dubovi et al, 2018;Hasamnis et al, 2019;Kirsch et al, 2019). The transformation of students' understanding of pharmacology relies not only on acquiring theoretical knowledge but also on applying that knowledge in a clinical context.…”

Section: The Integrative Multidisciplinary Learning Reinforces Concep...mentioning

confidence: 99%

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Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

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IntroductionThe knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.MethodThe realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.ResultsA realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.DiscussionPedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Integrative Multidisciplinary Learning Reinforces Concep...mentioning

confidence: 99%

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Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

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A simulation-based module in pharmacology education reveals and addresses medical students’ deficits in leading prescription talks

Kirsch

Matthes

2021

Naunyn-Schmiedeberg's Arch Pharmacol

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Although doctor-patient communication is essential for drug prescription, the literature reveals deficits in this area. An educational approach at the Cologne medical faculty aims at identifying and addressing those deficits in medical students.Fifth-year medical students first conducted a simulated prescription talk spontaneously. Subsequently, the conversation was discussed with peer students. A pharmacist moderated the discussion based upon a previously developed conversation guide. Afterwards, the same student had the conversation again, but as if for the first time. Conversations were video-recorded, transcribed and subjected to quantitative content analysis. Four days after the simulation, the students who conducted the talk, those who observed and discussed it, and students who did neither, completed a written test that focused on the content of an effective prescription talk.Content analysis revealed clear deficits in spontaneously led prescription talks. Even essential information as on adverse drug reactions were often lacking. Prescription talks became clearly more informative and comprehensive after the short, guided peer discussion. With regard to a comprehensive, informative prescription talk, the written test showed that both the students who conducted the talk and those who only observed it performed clearly better than the students who did not participate in the educational approach.Deficits regarding prescription talks are present in 5th year medical students. We provide an approach to both identify and address these deficits. It thus may be an example for training medical students in simulated and clinical environments like the EACPT recommended to improve pharmacology education.

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Adverse drug reaction management in hospital settings: review on practice variations, quality indicators and education focus

Aung

Walker

Khu

et al. 2022

Eur J Clin Pharmacol

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Purpose Adverse drug reactions (ADRs) contribute significantly to healthcare burden. However, they are largely preventable through appropriate management processes. This narrative review aims to identify the quality indicators that should be considered for routine monitoring of processes within hospital ADR management systems. It also examines the potential reasons behind variation in ADR management practices amongst HCPs, and explores possible solutions, focusing on targeted education programmes, to improve both the quality and quantity indicators of ADR management processes. Methods A comprehensive literature review was conducted to explore relevant themes and topics concerning ADR management, quality indicators and educational interventions. Results Substantial variability exists in ADR management amongst healthcare professionals (HCPs) with regard to reporting rates, characteristics of ADRs reported, quality of assessment, completeness of reports and, most importantly, risk communication practices. These variable practices not only threaten patient safety but also undermine pharmacovigilance processes. To date, quality indicators to monitor ADR management practices within hospital settings remain ill-defined. Furthermore, evidence behind effective interventions, especially in the form of targeted education strategies, to improve the quality of ADR management remains limited. Conclusions The focus of ADR management in hospitals should be to promote patient safety through comprehensive assessment, risk communication and safe prescribing. There is a need to develop a system to define, measure and monitor the quality of ADR management. Educational strategies may help improve the quality of ADR management processes.

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“Hopefully, I will never forget that again” – sensitizing medical students for drug safety by working on cases and simulating doctor-patient communication

Cited by 4 publications

References 20 publications

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

A simulation-based module in pharmacology education reveals and addresses medical students’ deficits in leading prescription talks

Adverse drug reaction management in hospital settings: review on practice variations, quality indicators and education focus

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