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Improved junior paediatric prescribing skills after a short e-learning intervention: a randomised controlled trial

Morris Gordon1, Madawa Chandratilake, Paul Baker

  • 1Mary Seacole Building, MS 1.90, Frederick Road Campus, University of Salford, Greater Manchester, M6 6PU, UK. morris@betterprescribing.com

Archives of Disease in Childhood
|November 15, 2011
PubMed

Insights

A new e-learning course significantly improved junior doctors' pediatric prescribing skills and confidence. These positive outcomes for prescribing education were sustained for at least three months.

Area of Science:

  • Medical Education
  • Clinical Pharmacy
  • Pediatric Medicine

Background:

  • Medication errors are prevalent, with junior doctors frequently involved in acute care settings.
  • Paediatric prescribing presents unique challenges, yet educational resources are limited.
  • Developing effective prescribing education for junior doctors is crucial for patient safety.

Purpose of the Study:

  • To develop and evaluate a cost-effective e-learning resource for paediatric prescribing.
  • To enhance the prescribing skills and confidence of junior doctors in paediatric care.
  • To assess the long-term effectiveness of the e-learning intervention.

Main Methods:

  • A non-blinded randomized controlled trial involving 162 junior doctors.
  • Intervention group completed a 1-2 hour e-learning module on paediatric prescribing.
  • Prescribing skills, habits, and confidence were assessed at baseline, and at 1 and 3 months post-intervention.

Main Results:

  • No significant baseline differences in prescribing assessment scores between groups.
  • The e-learning group demonstrated significantly higher prescribing assessment scores post-intervention (79% vs. 63%, p<0.0001).
  • Improved scores and confidence were maintained in the e-learning group at 3 months (p<0.0001).

Conclusions:

  • A brief, low-cost e-learning intervention effectively improved paediatric prescribing skills in junior doctors.
  • The positive effects on prescribing skills and confidence were sustained for at least three months.
  • Educationally sound, low-fidelity e-learning is a viable method for enhancing prescribing education.
Abstract

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