De Vries T P G M, Daniels J M A, Mulder C W, Groot O A, Wewerinke L, Barnes K I, Bakathir H A, Hassan N A G M, Van Bortel L, Kriska M, Santoso B, Sanz E J, Thomas M, Ziganshina L E, Bezemer P D, Van Kan C, Richir M C, Hogerzeil H V
Eur J Clin Pharmacol. 2008 Jun;64(6):641-6. doi: 10.1007/s00228-008-0465-y.
This study was performed to determine whether students who are trained in developing a personal formulary become more competent in rational prescribing than students who have only learned to use existing formularies.
This was a multicentre, randomised, controlled study conducted in eight universities in India, Indonesia, the Netherlands, the Russian Federation, Slovakia, South Africa, Spain and Yemen. Five hundred and eighty-three medical students were randomised into three groups: the personal formulary group (PF; 94), the existing formulary group (EF; 98) and the control group (C; 191). The PF group was taught how to develop and use a personal formulary, whereas e the EF group was taught how to review and use an existing formulary. The C group received no additional training and participated only in the tests. Student's prescribing skills were measured by scoring their treatment plans for written patient cases.
The mean PF group score increased by 23% compared with 19% for the EF group (p < 0.05) and 6% for controls (p < 0.05). The positive effect of PF training was only significant in universities that had a mainly classic curriculum.
Training in development and use of a personal formulary was particularly effective in universities with a classic curriculum and with traditional pharmacology teaching. In universities with a general problem-based curriculum, pharmacotherapy teaching can be based on either existing or personal formularies.
本研究旨在确定接受制定个人处方集培训的学生在合理用药方面是否比仅学习使用现有处方集的学生更有能力。
这是一项在印度、印度尼西亚、荷兰、俄罗斯联邦、斯洛伐克、南非、西班牙和也门的八所大学进行的多中心、随机对照研究。583名医学生被随机分为三组：个人处方集组（PF；94人）、现有处方集组（EF；98人）和对照组（C；191人）。PF组被教导如何制定和使用个人处方集，而EF组被教导如何查阅和使用现有处方集。C组未接受额外培训，仅参与测试。通过对书面患者病例的治疗计划评分来衡量学生的用药技能。
PF组的平均得分提高了23%，而EF组为19%（p<0.05），对照组为6%（p<0.05）。PF培训的积极效果仅在主要采用经典课程的大学中显著。
在具有经典课程和传统药理学教学的大学中，制定和使用个人处方集的培训特别有效。在以问题为基础的普通课程的大学中，药物治疗教学可以基于现有或个人处方集。
