What makes a model prescriber? A documentary analysis

AimsIn this reflection paper, the authors, based on their experience as teachers and students of the courses of Pharmacology at the University of Bologna, reflect on their specific roles towards innovation in the teaching of Clinical Pharmacology.MethodsStrengths, weaknesses and challenges are presented as identified during the teaching and learning experience in the currently evolving medical degree programmes of the University in light of current trends in medical education.ResultsKeeping in mind the identified challenges together with the features proposed for the model prescriber (knowledgeable, contemporary, communicative and safe), we indicate some ways to improve the students' experience and make sure they develop up‐to‐date skills in Clinical Pharmacology taking advantage of recent ongoing collaborations at European level. International collaboration is indeed necessary to adequately address the current challenges of teaching clinical pharmacology.ConclusionOur shared conclusion is that empowering students with a scientifically sound method to retrieve relevant information and developing their skills to communicate in an interprofessional and, wherever possible, international environment is the key to prepare future prescribers and, ultimately, to improve patient safety.

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Educating non-medical prescribers in the UK – perspectives of programme leads

Omer

Veysey

Crampton

et al. 2022

Journal of Prescribing Practice

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Objectives Explore the design, delivery and assessment of UK non-medical prescriber (NMP) programmes, and how they prepare prescribers for practice. This was to fill the current gap in knowledge around the specific educational approaches used to train NMPs. Methods A qualitative research design was utilised and 16 programme directors from UK NMP programmes were interviewed through the online Zoom app. Results These were organised into five major themes: taught content (pertaining to prescribing knowledge, safety, communication and continuing professional development); assessment methods of the programme; aims, objectives and goals of the programme; critical appraisals of programme leads on educational approaches and; improving the programme for future cohorts. Conclusions Consideration should be given to adapting the teaching and assessment approaches highlighted by programme leads, particularly towards more interactive, simulated and blended learning approaches.

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What makes a model prescriber? A documentary analysis

Cited by 4 publications

References 22 publications

Non‐Medical Prescribing

Non‐Medical Prescribing

Learning of clinical pharmacology by future prescribers in Bologna: Teachers' and students' reflections on the way forward

Educating non-medical prescribers in the UK – perspectives of programme leads

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