Inter-professional prescribing masterclass for medical students and non-medical prescribing students (nurses and pharmacists): a pilot study

Abstract

An inter-professional prescribing masterclass is feasible and acceptable to students. It increases self-efficacy, readiness for inter-professional learning and allows students to learn from, about and with each other. A larger study is warranted and the use of feedback from simulated patients explored further.

Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France

“…Our results showed a satisfactory correlation between the theoretical knowledge acquired during independent working and the students’ ability to acquire professional skills. These data are in line with the many studies showing that professional simulations improve the level of preparation for working life [21,22]. The degree of correlation between the theoretical knowledge and the acquisition of the professional skills might be further improved by building a predictive model of success in the course evaluations, which would notably take into account the students’ level of attendance at lectures, their average mark in virology in the previous year, and their average mark for the previous year as a whole.…”

A Rapid Review of Prescribing Education Interventions

“… WHO GGP-based teaching intervention lead to statistically significant improvement in treatment plans of medical students 4: Results are clear and very likely to be true Newby et al, 2019 [ 24 ] University of Newcastle, Australia Before-and-after study 16 final year medical students Clinical pharmacist-run tutorials on prescribing and drug calculations, including case-based scenarios Does an 8-week pharmacist-led prescribing programme enhance the prescribing skills and confidence of final year medical students? Students expressed significant improvement in generic prescribing confidence based on questionnaire results; however, they demonstrated small, non-significant improvements in prescribing appropriateness based on clinical scenario scores 5: Results are unequivocal Paterson et al, 2015 [ 38 ] University of Edinburgh and Edinburgh Napier Universities, Scotland Before-and-after study 6 NMP students; 2 medical students Intervention consisted of three cases commonly encountered in practice by foundation doctors and NMPs. Two scenarios required history-taking from simulated patient, suitable diagnosis and prescribing management plan.…”

“…Cooke et al [ 37 ] split medical and pharmacy students into small mixed-disciplinary groups who consulted with simulated patients and subsequently devised a working diagnosis, a mock prescription and detailed management plan to explain to the simulated patient. Paterson et al [ 38 ] collaborated medical and non-medical prescribing students into multidisciplinary groups where they would devise prescriptions for three scenarios, two with simulated patients and one paper based. Tayem et al’s [ 39 ] large-group demonstration intervention used a student volunteer on patient communication with regard to drug treatment.…”

“…Cooke et al’s [ 37 ] focus group participants expressed positive perceptions of the intervention in focus groups, stating the ability to apply theory into practice in a safe environment along with understanding the role of other healthcare professionals in prescribing. Paterson et al’s [ 38 ] focus group discussions indicated that students positively received the master classes, praised the concept of working in small groups and gained a greater awareness and appreciation of the roles of other professionals in prescribing. They also used a pre- and post-readiness for inter-professional learning score (RIPLS) and self-efficacy score to evaluate the impact of the interprofessional simulation exercise.…”

“…Three studies implemented an educational intervention centred around learning through role-play and Simulation-Based Medical Education (SBME) [37][38][39]. Two studies implemented a mixed disciplinary small-group approach to their role-play method of teaching [37,38] and one study used a large-group experimental observation approach [39].…”