Mary Seacole Building, MS 1.90, Frederick Road Campus, University of Salford, Greater Manchester, M6 6PU, UK.
Arch Dis Child. 2011 Dec;96(12):1191-4. doi: 10.1136/archdischild-2011-300577.
Medication errors are common, with junior doctors accounting for the majority in acute healthcare. Paediatrics is uniquely challenging, but the evidence base to guide prescribing education is limited. The authors set out to develop a short, educationally sound, low cost e-learning resource for paediatric prescribing to improve junior doctors' prescribing skills and to evaluate its effectiveness.
A non-blinded randomised controlled trial.
North Western Deanery Foundation School, UK.
162 volunteer foundation (junior) doctors randomised into control (86) and intervention (76) groups.
On study entry, participants were assessed on prescribing skill, prescribing habits and confidence. The intervention group completed the e-learning course designed for the study, which took 1-2 h. At 1 and 3 months after the intervention, both groups were assessed on similar prescribing assessments, habits and confidence.
Total score (expressed as a percentage) on prescribing assessments, confidence and satisfaction scores.
There were no preintervention differences in prescribing assessments (67% vs 67%, p=0.56). Postintervention, the e-learning group scored significantly higher than the control group (63% vs 79%, p<0.0001). At 3 months, the e-learning group still scored significantly higher (69% vs 79%, p<0.0001), with improved confidence scores (p<0.0001).
This short e-learning resource significantly improved the paediatric prescribing skills of junior doctors. Outcomes were maintained at 3 months, suggesting the utility of low cost, low fidelity, educationally sound e-learning interventions. However, the direct impact on patient outcomes following this intervention has yet to be determined.
药物错误很常见，其中大多数是在急性医疗保健中由初级医生造成的。儿科具有独特的挑战性，但指导处方教育的证据基础有限。作者旨在开发一种简短、有教育意义、成本低的儿科处方电子学习资源，以提高初级医生的处方技能，并评估其效果。
一项非盲随机对照试验。
英国西北教区长基金学校。
162 名志愿初级（初级）医生随机分为对照组（86 名）和干预组（76 名）。
在研究开始时，对参与者的处方技能、处方习惯和信心进行评估。干预组完成了专为该研究设计的电子学习课程，用时 1-2 小时。在干预后 1 个月和 3 个月，两组均接受了类似的处方评估、习惯和信心评估。
处方评估、信心和满意度评分的总分（以百分比表示）。
处方评估（67%对 67%，p=0.56）无干预前差异。干预后，电子学习组的得分明显高于对照组（63%对 79%，p<0.0001）。3 个月时，电子学习组的得分仍然明显更高（69%对 79%，p<0.0001），信心评分也有所提高（p<0.0001）。
这种简短的电子学习资源显著提高了初级医生的儿科处方技能。3 个月时的结果仍保持不变，这表明低成本、低保真度、有教育意义的电子学习干预措施具有实用性。然而，这种干预措施对患者结果的直接影响仍有待确定。
