NPS: MedicineWise, Surry Hills, NSW, Australia.
Br J Clin Pharmacol. 2013 Mar;75(3):756-62. doi: 10.1111/j.1365-2125.2012.04399.x.
To evaluate the effectiveness of a national approach to prescribing education on health professional students' prescribing and therapeutics knowledge, across multiple disciplines.
In a university examination setting, 83 medical, 40 pharmacy and 13 nurse practitioner students from three different universities completed a set of multiple choice questions (MCQs) before and after completing an online module from the National Prescribing Curriculum (NPC). To minimize overestimation of knowledge, students had to indicate the level of certainty for each answer on a three-point scale. MCQs were scored using a validated certainty-based marking scheme resulting in a composite score (maximum 30 and minimum -60). Students were asked to rate their perception of usefulness of the module.
At the pre-module phase, there were no significant differences in the composite MCQ scores between the medical (9.0 ± 10.3), pharmacy (10.2 ± 10.6) and nurse practitioner (8.0 ± 10.7) students. The scores improved significantly for all groups at the post-module phase (P < 0.01 for all groups) by similar extents (post-module results: medical, 14.5 ± 9.6; pharmacy, 14.4 ± 9.9; nurse practitioner, 12.1 ± 9.6). 39.4% of the MCQs answered incorrectly with high level of certainty at the pre-module phase were still answered incorrectly with high level of certainty at the post-module phase. Almost all students (with no significant difference between the groups) found the NPC modules, post-module MCQs and feedback useful as a learning tool.
A national online approach to prescribing education can improve therapeutics knowledge of students from multiple disciplines of health care and contribute towards streamlining interdisciplinary learning in medication management.
评估国家规定的处方教育方法对医学生、药剂师和护士从业者的处方和治疗知识的有效性，涉及多个学科。
在大学考试环境中，来自三所不同大学的 83 名医学生、40 名药剂师和 13 名护士从业者在完成国家处方课程（NPC）的在线模块前后完成了一组多项选择题（MCQ）。为了最小化知识的高估，学生必须在三点量表上为每个答案表示确定性水平。MCQ 使用经过验证的基于确定性的评分方案进行评分，得出综合分数（最高 30 分，最低-60 分）。学生被要求对模块的有用性进行评分。
在模块前阶段，医学生（9.0±10.3）、药剂师（10.2±10.6）和护士从业者（8.0±10.7）的综合 MCQ 分数之间没有显著差异。所有组在模块后阶段的分数都显著提高（所有组 P<0.01），提高幅度相似（模块后结果：医学生，14.5±9.6；药剂师，14.4±9.9；护士从业者，12.1±9.6）。在模块前阶段有 39.4%的 MCQ 回答错误且具有高度确定性，在模块后阶段仍以高度确定性回答错误。几乎所有的学生（各组之间没有显著差异）都认为 NPC 模块、模块后的 MCQ 和反馈作为学习工具很有用。
国家在线处方教育方法可以提高来自多个医疗保健学科的学生的治疗知识水平，并有助于简化药物管理方面的跨学科学习。
