Nayak Veena, Adiga Shalini, Shenoy Smita, Holla Sadhana
Associate Professor (Pharmacology), Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India.
Professor (Pharmacology), Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India.
Med J Armed Forces India. 2021 Feb;77(Suppl 1):S122-S128. doi: 10.1016/j.mjafi.2020.12.025. Epub 2021 Feb 2.
Enhancing the prescribing competency of medical students will help them evaluate each case based on their knowledge. It will help them prescribe independently and they will also be able to empathize and counsel patients effectively. In view of this, it was planned to implement a module on prescribing competency and assess the same for undergraduate medical students.
Faculty training to implement the module was conducted by eminent faculty in this area. After a pre-test, a workshop was conducted for students, wherein they were trained on rational prescribing based on WHO guide to good prescribing followed by small group discussions to identify P (personal) drugs for bronchial asthma and later with comorbidities. Students had to write a prescription and practice communicating the same to a standardized patient. The module was evaluated using a check list (from the WHO guide) and compared with a pre-test. A feedback was provided to the students at the end of the assessment.
The scores (median and interquartile values) for prescribing significantly improved from 5 (2, 7) to 25 (24, 27), maximum score being 30. The scores for the communication also increased from 17.5 (14, 24.25) to 53 (52, 55), maximum score being 60, in the post-test. The differences were statistically significant p < 0.01(Wilcoxon Signed Ranks Test). The students expressed that their critical thinking and problem solving capabilities had increased and more importantly 'they felt like a doctor'.
More such modules need to be prepared and prescribing competency needs reinforcement during the clinical years of the medical curriculum for its effective implementation communicating the same to a standardized patient. The module was evaluated using a check list (from the WHO guide) and compared with a pre-test. A feedback was provided to the students at the end of the assessment.
提高医学生的处方能力将有助于他们根据所学知识评估每个病例。这将帮助他们独立开出处方，并且他们还能够有效地理解患者并提供咨询。鉴于此，计划为本科医学生实施一个关于处方能力的模块并对其进行评估。
由该领域的知名教员开展实施该模块的教员培训。在进行预测试后，为学生举办了一个工作坊，在工作坊中，他们接受了基于世界卫生组织良好处方指南的合理处方培训，随后进行小组讨论，以确定支气管哮喘的个人药物，之后再讨论合并症的情况。学生们必须写一份处方，并练习与标准化病人交流处方内容。使用一份检查表（来自世界卫生组织指南）对该模块进行评估，并与预测试进行比较。在评估结束时向学生提供反馈。
处方分数（中位数和四分位间距值）从5（2，7）显著提高到25（24，27），最高分是30。在后测中，沟通分数也从17.5（14，24.25）提高到53（52，55），最高分是60。差异具有统计学意义，p < 0.01（Wilcoxon符号秩和检验）。学生们表示他们的批判性思维和解决问题的能力有所提高，更重要的是“他们感觉自己像一名医生了”。
需要准备更多这样的模块，并且在医学课程的临床阶段需要加强处方能力，以便有效地实施并与标准化病人进行沟通。使用一份检查表（来自世界卫生组织指南）对该模块进行评估，并与预测试进行比较。在评估结束时向学生提供反馈。
