Implementation and assessment of a module to enhance prescribing competency in undergraduate medical students

Nayak, Veena; Adiga, Shalini; Shenoy, Smita; Holla, Sadhana N

doi:10.1016/j.mjafi.2020.12.025

Cited by 6 publications

(18 citation statements)

References 13 publications

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“…Over the last two decades, the WHO GGP was widely reported as one of the cornerstones of prescribing education, and this is consistent with the findings of this review [10][11][12]. Thirty-five studies included in the current review aimed to improve prescribing skills, and six of these explicitly reported designing their educational interventions based on the WHO GGP six-step approach [20,36,53,64,80,89]. All six studies reported positive Kirkpatrick level 1 outcomes and four of these also reported positive Kirkpatrick level 2 findings [20,36,53,64].…”

Section: Discussionsupporting

confidence: 82%

“…There was a mix of study designs, including eight randomised controlled trials [20][21][22][23][24][25][26][27], nine comparative studies [28][29][30][31][32][33][34][35][36], six prospective studies [37][38][39][40][41][42], 12 before and after studies [43][44][45][46][47][48][49][50][51][52][53][54], five mixed-method evaluation studies [55][56][57][58][59], five crossover studies [60][61][62][63][64], five quasiexperimental studies [65][66][67][68][69] and four cross-sec...…”

Section: Study Characteristicsmentioning

confidence: 99%

Section: Multicomponent Educational Interventionsmentioning

confidence: 99%

“…Eleven studies used multicomponent interventions [42,52,53,67,71,[89][90][91][92][93][94], and of these, seven focused on prescribing skills and four on clinical pharmacology knowledge. Among all seven studies on prescribing skills, the most common components included prescription writing exercises (4 studies) [42,53,71,89], case-based learning (3 studies) [90,91,94], and group discussions (3 studies) [42,53,71]. Three studies reported positive Kirkpatrick level 2c outcomes -statistically significant improvement in prescription writing and medication communication skills [53,71,94] and another reported retention of prescribing skills four years after the intervention (42).…”

Section: Multicomponent Educational Interventionsmentioning

confidence: 99%

“…Among all seven studies on prescribing skills, the most common components included prescription writing exercises (4 studies) [42,53,71,89], case-based learning (3 studies) [90,91,94], and group discussions (3 studies) [42,53,71]. Three studies reported positive Kirkpatrick level 2c outcomes -statistically significant improvement in prescription writing and medication communication skills [53,71,94] and another reported retention of prescribing skills four years after the intervention (42). As for the four studies which examined the effectiveness of multicomponent educational interventions in the clinical pharmacology teaching [52,67,92,93], all four included a component of didactic teaching and reported at least one positive finding on Kirkpatrick level 1.…”

Section: Multicomponent Educational Interventionsmentioning

confidence: 99%

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Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review

Shi,

Qin,

Vaughan

et al. 2023

Perspect Med Educ

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Introduction: Medication-related errors place a heavy financial burden on healthcare systems worldwide, and mistakes are most likely to occur at the stage of prescribing. Junior doctors are more likely to make prescribing errors, and medical graduates also lack confidence and preparedness towards prescribing. Thus, this review aimed to evaluate the existing educational approaches to improve pharmacological knowledge and prescribing skills among medical students. Methods: CENTRAL, CINAHL, ERIC, Ovid Embase, Ovid MEDLINE, Ovid PsycINFO, and Scopus were searched with keywords related to “pharmacological knowledge”, “prescribing skills”, “educational interventions” for articles published since 2016. Results: 3595 records were identified, and 115 full-text articles were assessed for eligibility. Eighty full-text articles were eligible and included in this review. Thirty-seven studies focused on improving prescribing skills, whilst 43 targeted pharmacological knowledge. A broad range of interventions was implemented, including e-learning, case-based, interprofessional, and experiential learning. Pharmacological knowledge and prescribing skills were measured in various ways, and all studies reported one or more positive findings at Kirkpatrick level 1 or 2. No study reported outcomes at Kirkpatrick levels 3 and 4. Discussion: The World Health Organisation’s Good Guide to Prescribing was the foundation of the development of prescribing educational interventions. Emerging interventions such as experiential and interprofessional learning should be incorporated into the prescribing curriculum. Innovative approaches such as game-based learning can be considered for clinical pharmacology teaching. However, there was a lack of outcomes at Kirkpatrick levels 3 and 4. Robust methodology and reliable outcome measures are also needed in future studies.

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Section: Discussionsupporting

confidence: 82%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Multicomponent Educational Interventionsmentioning

confidence: 99%

Section: Multicomponent Educational Interventionsmentioning

confidence: 99%

Section: Multicomponent Educational Interventionsmentioning

confidence: 99%

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Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review

Shi,

Qin,

Vaughan

et al. 2023

Perspect Med Educ

View full text Add to dashboard Cite

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Do educational interventions improve prescribing skills of medical students compared to no additional learning? A systematic review

Mokrzecki,

Mallett,

Sen Gupta

et al. 2023

Medical Education Online

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Research suggests that medical students are not confident and may be ill-prepared to prescribe competently. Therefore, changes to standard education may be required to fortify medical student prescribing skills, confidence, and competence. However, specific education to write a safe and legal prescription is generally lacking. Furthermore, the term prescribe and the skill thereof is not clearly defined. This review compares additional education for medical students to no identified additional education or another educational modality on the skill of prescription writing. Secondary aims include review of education modalities, prescribing skill assessments, educator professional background, and timing of education within the medical curriculum. This systematic review was conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Databases searched included: CINAHL, Cochrane Library, EMBASE, Emcare (Ovid), MEDLINE (Ovid), PubMed and Scopus. Search terms included: medical education, medical undergraduate, medical student, medical school, and prescriptions. The search was conducted in February 2023, and quantitative outcomes were reported. Of the 5197 citations identified, 12 met the inclusion criteria. Eleven studies reported significant improvements in prescribing skills of medical students after additional educational intervention(s). Various educational modalities were implemented, including case-based teaching (n=3), patient-based teaching (n=1), tutorial-based teaching (n=2), didactic teaching (n=1), and mixed methods (n=6). There were no commonalities in the professional background of the educator; however, five studies used faculty members. There was no consensus on the best assessment type and time to implement prescription writing education during medical training. There are a range of interventions to educate and assess prescribing competencies of medical students. Despite heterogenous study designs, there is evidence of the superiority of additional prescription writing education versus no identified additional education to develop prescription writing skills. The introduction of formal teaching and standardised assessment of prescribing skills for medical students is recommended.

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Antimicrobial Prescribing Confidence and Knowledge Regarding Drug Resistance: Perception of Medical Students in Malaysia and the Implications

Haque¹,

Ara²,

Haq³

et al. 2022

Preprint

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Background: Worldwide, microbes are becoming more dangerous by acquiring virulent skills to adapt and develop antimicrobial resistance (AMR). This is a concern as this increases morbidity, mortality, and costs. Consequently, physicians need to be trained inappropriate prescribing, starting with medical students. Objective: Evaluate medical students' confidence in antimicrobial agent prescribing and drug resistance Methods: Cross-sectional study assessing medical students' knowledge, perception, and confidence in prescribing antimicrobial agents and drug resistance in a Malaysian University. A universal sampling method was used. Results: Most respondents believe that educational input regarding overall prescribing was sufficient. Regarding the principle of appropriate and accurate prescriptions, female medical students had less knowledge [Odds Ratio (OR)=0.51; 95% Confidence Interval (CI) 0.25-0.99; p=0.050]. Year-IV and Year-V students had more excellent knowledge than Year-III students regarding confidence in antibiotic prescribing. Year-V students also showed appreciably higher confidence in the broad principles of prescribing, including infectious diseases, compared to those in other years. Conclusion: Overall, medical students, gain more excellent knowledge and confidence regarding prescribing, including antimicrobials, as their academic careers progress.

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Implementation and assessment of a module to enhance prescribing competency in undergraduate medical students

Cited by 6 publications

References 13 publications

Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review

Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review

Do educational interventions improve prescribing skills of medical students compared to no additional learning? A systematic review

Antimicrobial Prescribing Confidence and Knowledge Regarding Drug Resistance: Perception of Medical Students in Malaysia and the Implications

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