Richir M C, Tichelaar J, Stanm F, Thijs A, Danner S A, Schneider A J, de Vries Th P G M
Department of Clinical Pharmacology and Pharmacy, VU University Medical Center, Amsterdam, The Netherlands.
Clin Pharmacol Ther. 2008 Oct;84(4):513-6. doi: 10.1038/clpt.2008.82.
The irrational prescribing of drugs seems to be a general problem in medical practice, occasionally leading to serious consequences. In order to improve the drug prescribing performance of medical students, a compulsory context-learning pharmacotherapy module was implemented in 1998 in the medical curriculum of 2nd-4th-year medical students at theVU University Medical Center (VUmc), Amsterdam, The Netherlands. As part of this program, preclinical medical students are taught how to select, prescribe, and evaluate a drug regimen rationally. The aim of this study was to investigate the effect of this preclinical pharmacotherapy program on the quality of rational prescribing during the ensuing clinical clerkship of these students in internal medicine. The results of this study indicate that preclinical context-learning in pharmacotherapy leads to the use of more rational prescribing modalities by medical students during their ensuing clinical clerkship in internal medicine. This effect was obtained not only with respect to the clinical topics in which training had been given as part of the pharmacotherapy curriculum, but also for other disease situations that the students dealt with. This implies that students not only remember the specific information they have learned during the training, but are also able to apply the acquired skills in new situations (transfer effect).
药物不合理处方似乎是医学实践中的一个普遍问题，偶尔会导致严重后果。为了提高医学生的药物处方能力，1998年荷兰阿姆斯特丹VU大学医学中心（VUmc）在二至四年级医学生的医学课程中实施了一个强制性的情境学习药物治疗模块。作为该项目的一部分，临床前医学生学习如何合理选择、开具和评估药物治疗方案。本研究的目的是调查这个临床前药物治疗项目对这些学生随后在内科临床实习期间合理处方质量的影响。本研究结果表明，临床前药物治疗情境学习使医学生在随后的内科临床实习期间使用更合理的处方方式。不仅在作为药物治疗课程一部分进行培训的临床主题方面取得了这一效果，在学生处理的其他疾病情况中也是如此。这意味着学生不仅记住了他们在培训期间学到的具体信息，还能够在新情况下应用所学技能（迁移效应）。
