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Deprescribing: An educational imperative.

Lalitha Raman-Wilms1, Barbara Farrell2, Cheryl Sadowski3

  • 1College of Pharmacy, Rady Faculty of Health Sciences, University of Manitoba, 750 McDermot Avenue, Winnipeg, Manitoba, R3E 0T5, Canada; Leslie Dan Faculty of Pharmacy, University of Toronto, 144 College Street, Toronto, Ontario, M5S 3M2, Canada.

Research in Social & Administrative Pharmacy : RSAP
|September 23, 2018
PubMed
Summary
This summary is machine-generated.

Health professional education needs to integrate evidence-based deprescribing guidelines. Enhancing teaching, learning, and assessment of deprescribing skills is crucial for better patient care and outcomes.

Keywords:
Continuing professional developmentDeprescribingGuidelinesHealth professional educationPre-licensurePrescribing

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Area of Science:

  • Health Professions Education
  • Evidence-Based Practice
  • Pharmacology

Background:

  • Deprescribing is essential for optimizing medication use and patient safety.
  • Current health professional education often lacks comprehensive training in deprescribing.
  • There's a need to bridge the gap between evidence-based guidelines and clinical practice.

Purpose of the Study:

  • To explore strategies for integrating evidence-based deprescribing guidelines into health professional education.
  • To foster partnerships among educators to enhance deprescribing knowledge and skills.
  • To identify barriers and facilitators for curricular change in deprescribing education.

Main Methods:

  • A symposium convened health professionals, researchers, and public members to discuss deprescribing education.
  • Participant discussions were analyzed thematically focusing on teaching, learning, assessment, and patient perspectives.
  • The analysis identified key areas for improvement in health professional curricula.

Main Results:

  • Deprescribing skills are not consistently taught or assessed, potentially diminishing their perceived importance.
  • Current prescribing education may overemphasize technical aspects, neglecting complex patient consultation.
  • Social barriers and the patient perspective are critical considerations for effective deprescribing education.

Conclusions:

  • Recommendations include interprofessional education on optimal prescribing and deprescribing.
  • Education should span pre-licensure, postgraduate, and continuing professional development levels.
  • Assessment of deprescribing competence must be embedded within educational programs.