Vollebregt J A, van Oldenrijk J, Kox D, van Galen S R, Sturm B, Metz J C M, Richir M C, de Haan M, Hugtenburg J G, de Vries T P G M
VU University Medical Centre, Department of Clinical Pharmacology and Pharmacy/Section Pharmacotherapy, Amsterdam, the Netherlands.
Br J Clin Pharmacol. 2006 Dec;62(6):666-72. doi: 10.1111/j.1365-2125.2006.02742.x. Epub 2006 Oct 16.
To evaluate a context-learning pharmacotherapy programme for approximately 750 2nd, 3rd and 4th year preclinical medical students with respect to mastering cognitive pharmacotherapeutic skills, i.e. choosing a (drug) treatment and determining patient information.
The context-learning pharmacotherapy programme consists of weekly organized role play sessions in the form of consulting hours. Fourth year students sit for a therapeutic Objective Structured Clinical Examination (OSCE) in the form of consulting hours at the outpatient clinic. Sixty-one 2nd, 74 3rd and 49 4th year medical students who attended the role play sessions and the OSCE were randomly selected. Their performances were assessed by clinical examiners and clinical experts and compared with a reference group of 6th year graduated students. Additionally, the scores of a questionnaire on study load and appreciation were collected.
The level of the pharmacotherapeutic skills of the 4th year students who followed the pharmacotherapy context-learning programme was not far below that of 6th year graduates who had finished their clinical clerkships, but had not followed the pharmacotherapy programme. The time spent on the programme was about 1% of the total study load per year. The students appreciated the role play sessions and OSCE by around 80% and 99% of the maximum possible scores.
Preclinical pharmacotherapy context learning has a modest but positive effect on learning cognitive pharmacotherapeutic skills, i.e. choosing a drug treatment and determining patient information. This effect has been obtained with role play sessions, a suboptimal form of context learning, with a minimal study load and a high appreciation by students.
评估一个情境学习药物治疗方案对约750名二、三、四年级临床前医学生掌握认知药物治疗技能（即选择（药物）治疗方案和确定患者信息）的效果。
情境学习药物治疗方案包括以咨询时间形式每周组织的角色扮演课程。四年级学生在门诊以咨询时间的形式参加治疗性客观结构化临床考试（OSCE）。随机选择61名二年级、74名三年级和49名四年级参加角色扮演课程和OSCE的医学生。他们的表现由临床考官和临床专家进行评估，并与一组六年级毕业生参考组进行比较。此外，还收集了一份关于学习负担和满意度的问卷分数。
参加药物治疗情境学习方案的四年级学生的药物治疗技能水平，并不远低于已完成临床实习但未参加药物治疗方案的六年级毕业生。该方案每年花费的时间约占总学习负担的1%。学生对角色扮演课程和OSCE的满意度分别约为满分的80%和99%。
临床前药物治疗情境学习对学习认知药物治疗技能（即选择药物治疗方案和确定患者信息）有适度但积极的影响。这种效果是通过角色扮演课程获得的，这是一种不太理想的情境学习形式，学习负担最小且学生满意度高。
