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Identifying outcome-based indicators and developing a curriculum for a continuing medical education programme on
Hamideh M Esmaily1, Carl Savage, Rezagoli Vahidi
1Division of International Health (IHCAR), Department of Public Health Sciences, Karolinska Institutet, Stockholm, Sweden. hamideh.mohammadzadeh@ki.se
BMC Medical Education
|May 31, 2008
Summary
This study developed an educational guideline for rational prescribing in continuing medical education (CME) for Iranian general physicians. The guideline focuses on key prescribing principles and practices to improve drug use.
Area of Science:
- Medical Education
- Pharmacology
- Public Health
Background:
- Continuing medical education (CME) in Iran requires modification for improved effectiveness.
- Irrational drug prescribing is a noted issue among physicians.
- Rational prescribing was identified as a high-priority CME need for general physicians in East Azerbaijan, Iran.
Purpose of the Study:
- To achieve expert consensus on educational outcomes for rational prescribing in CME for general physicians.
- To develop curricular content for CME programs focused on rational prescribing.
Main Methods:
- A two-round Delphi consensus process identified outcome-based educational indicators.
- Expert panels assessed indicators to determine CME program content.
- The study involved two phases: indicator identification and content development.
Main Results:
- Twenty-one learning outcomes for rational prescribing were established via a modified Delphi process.
- Six educational topics were defined: prescription writing, adverse drug reactions, drug interactions, injections, antibiotic therapy, and anti-inflammatory agent therapy.
- The alignment between outcomes and content requires further discussion.
Conclusions:
- Consensus was reached on learning outcomes, leading to an educational guideline.
- The developed educational package needs testing in a CME context before national implementation.
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