Australian and New Zealand medical students' confidence and preparedness to prescribe

Writing a medication prescription is an expected competency junior doctors internationally feel underprepared to complete. Providing clarity in medical prescribing education standards and assessment criteria may address the lack of preparedness. The primary aims of this study were to understand Australian and New Zealand (NZ) final-year medical students' confidence and preparedness to write a discharge or outpatient prescription. Secondarily, identify by whom, when, and using what modalities education on prescription writing should be provided.

This quantitative analytical cross-sectional survey was developed by SM and approved by all authors. Ethical approval allowed email survey distribution via REDCap® to participants from June to December 2022. Data was analysed using Microsoft Excel® and MedCalc odds ratio v23.1.6. Likert-scale responses were tabled comparing participant confidence and preparedness to handwrite and electronically write discharge or outpatient prescriptions. Descriptive analyses determined the preferred education modalities, educator, and time during medical degree to receive prescription writing education.

Final-year medical students from Australia (n = 123) and NZ (n = 51) completed the survey. Participants felt their university degree didn't increase their preparedness to electronically or hand-write prescriptions. Learning on placement was most desirable in comparison to other options. Majority of participants selected pharmacists as the educator and their final year as an ideal time during their medical degree to receive education on prescription writing.

The absence of mandated education and assessment on the skill to prescribe was evident. The results showed a self-acknowledgement of under-preparedness and confidence to write medication prescriptions. This suggests a need for further education and specific assessment standards on the skill of prescription writing.

Pharmacist-led mixed-methods education model during the final year of medical education is suggested to address gaps in education and assessment on prescription writing. Providing further education on the skill of prescription writing before graduation may reduce prescribing errors made as junior doctors.