Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK.
School of Pharmacy and Biomolecular Sciences, University of Brighton, Brighton, UK.
Eur J Clin Pharmacol. 2019 Oct;75(10):1451-1458. doi: 10.1007/s00228-019-02718-w. Epub 2019 Jul 18.
To determine medical students' perspectives on the provision for the teaching and learning of processes that lead to and include the writing of a clear, safe and legal prescription (practical prescribing) in UK medical schools.
We designed a cross-sectional survey of UK medical students in years three, four and five. Students were asked about their experiences and views of practical prescribing teaching and learning they had encountered on their medical course.
A total of 1023 medical students responded (7% response rate), from 25 UK medical schools: 22%, 37% and 41% in the third, fourth and final years, respectively. Teaching of practical prescribing was widespread, with 94.3% of final year (n = 396, 95% confidence interval [CI] = 92-97%), 86.8% of fourth year (n = 328, CI = 83-90%) and 73.8% of third year (n = 166, CI = 67-80%) students reporting they had received it. Availability of this teaching appeared to vary by medical school. Self-directed learning was the most frequently reported mode of delivery (90.9%, n = 809). Validated pre-prescribing and simulation were perceived by students in each year group as the most effective methods. Clinical pharmacologists, clinical pharmacists and junior doctors were perceived by the students as being the most effective professional groups at teaching practical prescribing.
UK medical students reported a variety of methods utilised in the teaching and learning of practical prescribing. However, methods they perceived to be very effective (simulation and pre-prescribing) do not appear to be widely available or are only reserved for the final year of study. Combining such methods with involvement of professional groups perceived to be most effective should be explored.
确定英国医学生对教学和学习过程的看法，这些过程导致并包括开具清晰、安全和合法处方（实用处方）的过程。
我们对英国医学三、四、五年级的医学生进行了横断面调查。学生被问及他们在医学课程中遇到的实用处方教学和学习的经验和看法。
共有 1023 名医学生（7%的回应率）来自英国 25 所医学院：分别为三年级、四年级和五年级的 22%、37%和 41%。实用处方教学广泛开展，94.3%的五年级（n=396，95%置信区间[CI]=92-97%）、86.8%的四年级（n=328，CI=83-90%）和 73.8%的三年级（n=166，CI=67-80%）学生报告接受过实用处方教学。这种教学的可用性似乎因医学院而异。自我指导学习是报告最频繁的教学模式（90.9%，n=809）。在每个年级组中，学生都认为预处方和模拟是最有效的方法。临床药理学家、临床药师和初级医生被学生认为是教授实用处方的最有效专业群体。
英国医学生报告了实用处方教学和学习中使用的各种方法。然而，他们认为非常有效的方法（模拟和预处方）似乎并不广泛可用，或者仅保留给最后一年的学习。应该探索将这些方法与被认为最有效的专业群体的参与相结合。
