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The Effect of an Interactive Tutorial on the Prescribing Performance of Senior Medical Students
Anne L Tonkin1, David Taverner1, Jenny Latte1
1a Medical Education Unit The University of Adelaide anne.tonkin@adelaide.edu.au.
Objectives:
To evaluate the effectiveness of small group tutorials in teaching senior medical students the requirements of prescription writing.
Design:
Random allocation to interactive tutorial or didactic lecture with blinded evaluation.
Subjects:
All 1999 6th year medical students, the University of Adelaide.
Results:
The Tutorial Attenders (mean 13.3, SD 2.6) performed significantly better than the Lecture Group (mean12.2, SD 3.0) p=0.041 and the Non-attenders (mean10.7, SD 3.1) p=0.041 and the Non-attenders (mean10.7, SD 3.1) p= 0.001. The 13 individual OSCE items formed four logical subgroups, and the Tutorial Attenders performed significantly better in Prescription Writing in all comparisons.
Conclusion:
A single, one-hour interactive tutorial is likely to be the minimum amount of intervention that will be effective in improving prescribing skills.
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