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Learning from electronic prescribing errors: a mixed methods study of junior doctors' perceptions of training and
Ann Chu1, Arika Kumar2,3, Geraldine Depoorter2
1Faculty Education Office, Imperial College London, London, UK annchu@doctors.org.uk.
BMJ Open
|December 22, 2022
Summary
Junior doctors desire real-time electronic prescribing (EP) feedback to improve skills and reduce errors. They want manageable, motivational feedback and better EP training to enhance patient safety.
Area of Science:
- Medical Informatics
- Patient Safety
- Clinical Education
Background:
- Electronic prescribing (EP) systems are crucial for medication safety.
- Effective training and feedback mechanisms are essential for junior doctors using EP systems.
- Current feedback on EP errors is often informal or lacking, hindering skill development.
Purpose of the Study:
- To explore junior doctors' views on electronic prescribing (EP) training and feedback.
- To assess junior doctors' readiness for individualised feedback on EP errors.
- To understand preferences for receiving and learning from EP feedback.
Main Methods:
- Explanatory sequential mixed methods study.
- Phase 1: Quantitative survey.
- Phase 2: Semi-structured interviews and focus group discussions.
Main Results:
- Junior doctors reported underused EP training and informal feedback on prescribing errors.
- They expressed a strong desire for real-time, individualised EP feedback data.
- Participants preferred feedback that was manageable, motivational, and actionable for improvement.
Conclusions:
- Junior doctors value prescribing feedback and are eager to learn from EP errors.
- There is a preference for EP technology that provides real-time data and feedback to support learning.
- Improved EP training and feedback mechanisms can enhance prescribing skills and patient safety.
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