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Improving prescribing learning in problem-based learning.

Stephanie Bull1, Laura Sims1

  • 1University of Exeter Medical School, Exeter, UK.

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|October 31, 2024
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Summary
This summary is machine-generated.

Integrating prescribing tasks into early medical problem-based learning (PBL) can enhance student preparedness for the Prescribing Safety Assessment (PSA). This approach helps build confidence in using prescribing and evidence-based resources throughout their medical education.

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Area of Science:

  • Medical Education
  • Clinical Pharmacology

Background:

  • Prescribing errors are a concern in clinical practice.
  • The UK national Prescribing Safety Assessment (PSA) evaluates prescribing competence for foundation doctors.
  • Medical students seek enhanced prescribing education.

Purpose of the Study:

  • To explore the integration of prescribing-related tasks into early-year problem-based learning (PBL) medical curricula.
  • To assess the impact of these tasks on medical students' preparedness for prescribing and the PSA.

Main Methods:

  • Existing PBL patient cases were modified to include prescribing tasks.
  • Tasks were aligned with the structure and content of the PSA.
  • Prescribing tasks involved tailoring medication, advising on monitoring, and patient education.

Main Results:

  • Student feedback indicated perceived deficits in current prescribing education.
  • Students desired more faculty-led instruction but found PBL prescribing tasks useful.
  • Tasks promoting the use of clinical guidelines and national prescribing resources were particularly valued.

Conclusions:

  • Problem-based learning sessions can effectively incorporate prescribing tasks for early-year medical students.
  • Integrating prescribing tasks can improve student confidence in utilizing prescribing and evidence-based resources.
  • This approach supports preparedness for the Prescribing Safety Assessment (PSA).