Kirsch Verena, Johannsen Wencke, Thrien Christian, Herzig Stefan, Matthes Jan
Universität zu Köln, Zentrum für Pharmakologie, Köln, Germany.
Universität zu Köln, Medizinische Fakultät, Studiendekanat, Kölner Interprofessionelles Skills Lab und Simulationszentrum (KISS), Köln, Germany.
GMS J Med Educ. 2019 Mar 15;36(2):Doc17. doi: 10.3205/zma001225. eCollection 2019.
This project is part of the "PJ-STArT-Block", a one-week course preparing 10 semester medical students for their final practical year. The focus is on sensitizing students to aspects of medication safety by becoming aware of their skills and their deficits in terms of application and communication of pharmacological knowledge. The modules were evaluated regarding feasibility, acceptance and possible effects. Furthermore, the areas in which students see their pharmacological deficits or learning successes were gathered. In simulated physician-patient conversations, the students are to identify drug-related problems such as medication errors, adverse drug events or interactions. Together with their fellow students and under medical or pharmaceutical moderation, they then have to find solutions for the identified problems and communicate these solutions to the patients. Based on paper cases, students practice, reflect, and discuss the research of reliable information about drugs and medication therapy. The written evaluation included the evaluation by school grades and the possibility of comments in free text. A content analysis of interviews with students at the beginning of the project aimed to identify areas of pharmacology in which they see their own deficits. Evaluation results including the free text comments indicate students' acceptance of our pharmacology modules. According to this, the students realize the importance of aspects relevant for medication safety. The areas mentioned in 35 interviews in which students localize deficits, correspond to the topics that were intended when conceiving the modules and which are important for medication safety (e.g. interactions, adverse drug effects, dosages). Implementation of context-based, application-oriented teaching formats as recently claimed for pharmacological education to improve the quality of prescriptions, is possible, as the Cologne example shows. The student evaluation turns out positively and indicates a critical self-reflection. The students identified various pharmacological deficits in themselves, which have since been confirmed and quantified in another study.
本项目是“PJ - STArT - Block”的一部分，这是一个为期一周的课程，旨在让10名本科医学专业学生为最后一年的实习做准备。重点是通过让学生了解自己在药理学知识应用和沟通方面的技能与不足，使其对用药安全方面的问题更加敏感。对这些模块在可行性、接受度和可能产生的效果方面进行了评估。此外，还收集了学生认为自己在药理学方面存在不足或取得学习成果的领域。在模拟医患对话中，学生要识别与药物相关的问题，如用药错误、药物不良事件或药物相互作用。然后，他们要与同学一起，在医学或药学专业人员的指导下，为识别出的问题找到解决方案，并将这些解决方案告知患者。基于纸质病例，学生练习、反思并讨论关于药物和药物治疗的可靠信息的研究。书面评估包括学校成绩评估以及自由文本评论的可能性。在项目开始时对学生进行访谈的内容分析，旨在确定他们认为自己存在不足的药理学领域。评估结果（包括自由文本评论）表明学生对我们的药理学模块的接受度。据此，学生认识到与用药安全相关方面的重要性。在35次访谈中提到的学生认为自己存在不足的领域，与设计模块时预期的主题以及对用药安全很重要的主题相对应（例如相互作用、药物不良反应、剂量）。正如科隆的例子所示，实施最近为药理学教育所倡导的基于情境、以应用为导向的教学形式以提高处方质量是可行的。学生评估结果呈积极态势，并表明他们进行了批判性的自我反思。学生们发现了自己在药理学方面的各种不足，这些不足后来在另一项研究中得到了证实和量化。
