The Effect of an Interactive Tutorial on the Prescribing Performance of Senior Medical Students

Tonkin, Anne; Taverner, David; Latte, Jenny; Doecke, Christopher J

doi:10.3402/meo.v11i.4588

Cited by 7 publications

(10 citation statements)

References 2 publications

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“…In order to evaluate the interventions, several studies attempted to replicate an authentic workplace prescribing task by setting OSCE stations [18–20] or asking students to prescribe for a simulated case scenario [14, 16]. None of the studies, however, actually assessed students' ability to prescribe within a real workplace context and, therefore, did not evaluate the whole task of prescribing that has been illustrated in Figure 1.…”

Section: Resultsmentioning

confidence: 99%

“…Two of the studies were entirely webbased [14,15], concentrating on developing students' pharmacology knowledge and some skills, such as dose calculations. Other studies took more integrated approaches, using problem-based learning [16,17], combining different teaching methods and/or using simulated scenarios [14,[18][19][20][21]. Most papers acknowledged the complexity of learning to prescribe, but none rigorously analyzed the prescribing task in order to develop an intervention that took account of all the components of complex skill acquisition.The majority of interventions targeted the central box of Figure 1 Undergraduate prescribing education focused predominantly on knowledge and skills, depicted in the central box of the diagram.…”

Section: Search Resultsmentioning

confidence: 99%

“…Most papers acknowledged the complexity of learning to prescribe, but none rigorously analyzed the prescribing task in order to develop an intervention that took account of all the components of complex skill acquisition.The majority of interventions targeted the central box of Figure 1 Undergraduate prescribing education focused predominantly on knowledge and skills, depicted in the central box of the diagram. In order to evaluate the interventions, several studies attempted to replicate an authentic workplace prescribing task by setting OSCE stations [18][19][20] or asking students to prescribe for a simulated case scenario [14,16]. None of the studies, however, actually assessed students' ability to prescribe within a real workplace context and, therefore, did not evaluate the whole task of prescribing that has been illustrated in Figure 1.…”

Section: Search Resultsmentioning

confidence: 99%

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How could undergraduate education prepare new graduates to be safer prescribers?

McLellan¹,

Tully

Dornan

2012

Brit J Clinical Pharma

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This review examines the extent to which undergraduate prescribing education prepares graduates for the complexities of prescribing in the workplace context. In order to prescribe safely, it is important for medical students to acquire prescribing expertise. We have developed a theoretical model, based on theories of expertise development, which acknowledges the inherent complexity of the task itself, the social context and the relationship between the two. We have examined the empirical evidence on educational interventions for prescribing by reviewing the extent to which the interventions acknowledge the different components of our theoretical model. Fifteen empirical studies met our inclusion criteria and were reviewed in detail. All the studies were conducted between 2002 and 2010, six were controlled trials, six were before and after studies and three were prospective observational studies. We found that most studies focused on improving and evaluating students' knowledge and skills, although they used different approaches to doing so. These aspects of prescribing only constitute a small part of our theoretical model of prescribing expertise. Other important components, such as social context, metacognition and training transfer, were neglected. We suggest that educational interventions need to account for the integrated nature of learning to prescribe and take a more contextualized approach which considers the task as a whole, rather than isolated constituent parts. In doing so, prescribing education could equip graduates with the necessary expertise to judge and respond to situations, enabling them to prescribe safely, or seek the help to do so, in the unpredictable and complex context of workplaces.

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Section: Resultsmentioning

confidence: 99%

Section: Search Resultsmentioning

confidence: 99%

Section: Search Resultsmentioning

confidence: 99%

See 1 more Smart Citation

How could undergraduate education prepare new graduates to be safer prescribers?

McLellan¹,

Tully

Dornan

2012

Brit J Clinical Pharma

View full text Add to dashboard Cite

show abstract

“…), a direct relationship has been reported between students' attendance and academic/examination performance in several studies . Tonkin et al studied the effect of a single, 1‐hour interactive tutorial on prescribing performance of senior medical students (final year), and demonstrated that the attendees performed significantly better than non‐attendees. Our findings are comparable to those reported by Tonkin et al, despite the difference in the stage of the students assessed in the medical program and in the mode of the course delivery between the two studies.…”

Section: Discussionmentioning

confidence: 99%

“…Millis et al have demonstrated a significant association between classroom attendance/participation and first‐year medical school course test scores. More recently, in an attempt to evaluate the impact of 1‐hour interactive tutorial‐based teaching on prescribing skills of undergraduate medical students, Tonkin et al reported that tutorial attendees performed prescription writing skills significantly better than non‐attendees. The acquisition of prescription writing skill of AGU preclerkship medical students in a problem‐based learning (PBL) curriculum has previously been assessed .…”

Section: Medical Curriculum Map Of the Arabian Gulf Universitymentioning

confidence: 99%

Effectiveness of an Educational Intervention on Prescription Writing Skill of Preclerkship Medical Students in a Problem‐Based Learning Curriculum

Khaja

James

Sequeira

2013

The Journal of Clinical Pharma

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Medical school training for students in pharmacotherapy is suboptimal and junior doctors are not confident to prescribe drugs. This study evaluated the effectiveness of an optional educational intervention on prescribing skill of pre-clerkship medical students in a problem-based learning (PBL) program. Performance was assessed in seven end-unit objective structured practical examinations (OSPE). Physician-related prescription components (PRCs) and drug-related prescription components (DRCs) were assessed. The performance of students who attended the intervention sessions (attendees) and non-attendees was compared. Approximately half of the students attended the sessions. PRCs were written appropriately by most of the students. DRCs were written less competently by both attendees and non-attendees, specifically the dosage form, quantity to be dispensed and directions. Performance on individual DRCs was significantly better for attendees compared to non-attendees. The mean total score for all prescription components of attendees was significantly greater than that of non-attendees. The percentage of high achievers was significantly greater for attendees. A positive correlation was found between student attendance and the total score. An optional educational intervention during the preclerkship phase is an important determinant of prescribing performance of medical students.

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Assessment and evaluation of prescribing competences: A systematic review and recommendations

McLachlan,

Auta,

Ajiboye

2024

Brit J Clinical Pharma

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AimsSince assessment of prescribing competence is a key promoter of student learning and achievement, we aim to summarize existing national‐level approaches, provide a systematic review of current literature, indicate the frequency of various methodologies, and make recommendations to promote and extend existing practice.MethodsRegulatory body websites were accessed for details of national examinations. PubMed, Embase, the Allied and Complementary Medicine, and CINAHL databases were systematically searched in August 2023 for studies in English from Europe, North America, Australia and New Zealand reporting assessment of prescribing competencies among students/practitioners. Additional articles were identified through citation tracking.ResultsNational approaches are described for several jurisdictions. A total of 20 514 articles were retrieved, of which 54 met the inclusion criteria. Most articles came from the UK, with medical students and qualified doctors most frequently featured. Multiple choice formats were most common, with short answer questions, calculations and scenario‐based skills tests also featured. Direct observations of skills through Objective Structured Clinical Examinations and similar methods were less commonly described. Test reliability generally employed Classical Test Theory. Costs of developing and delivering assessments, differential attainment by demographics, and predictive validity were not indicated.ConclusionWe recommend measurement of the predictive validity of prescribing competence assessments, the routine inclusion of performance by demographic characteristics, extension of competence assessments to professions other than medicine, and structured reporting of methods and findings, including costs and cost‐effectiveness. Situational judgement tests would be a valuable addition to assessment practices.

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The Effect of an Interactive Tutorial on the Prescribing Performance of Senior Medical Students

Abstract: A single, one-hour interactive tutorial is likely to be the minimum amount of intervention that will be effective in improving prescribing skills.

Cited by 7 publications

References 2 publications

How could undergraduate education prepare new graduates to be safer prescribers?

How could undergraduate education prepare new graduates to be safer prescribers?

Effectiveness of an Educational Intervention on Prescription Writing Skill of Preclerkship Medical Students in a Problem‐Based Learning Curriculum

Assessment and evaluation of prescribing competences: A systematic review and recommendations

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