Faculty Education Office, Imperial College London, London, UK
Department of Pharmacy, Imperial College Healthcare NHS Trust, London, UK.
BMJ Open. 2022 Dec 22;12(12):e056221. doi: 10.1136/bmjopen-2021-056221.
To explore the views of junior doctors towards (1) electronic prescribing (EP) training and feedback, (2) readiness for receiving individualised feedback data about EP errors and (3) preferences for receiving and learning from EP feedback.
Explanatory sequential mixed methods study comprising quantitative survey (phase 1), followed by interviews and focus group discussions (phase 2).
Three acute hospitals of a large English National Health Service organisation.
25 of 89 foundation year 1 and 2 doctors completed the phase 1 survey; 5 participated in semi-structured interviews and 7 in a focus group in phase 2.
Foundation doctors in this mixed methods study reported that current feedback provision on EP errors was lacking or informal, and that existing EP training and resources were underused. They believed feedback about prescribing errors to be important and were keen to receive real-time, individualised EP feedback data. Feedback needed to be in manageable amounts, motivational and clearly signposting how to learn or improve. Participants wanted feedback and better training on the EP system to prevent repeating errors. In addition to individualised EP error data, they were positive about learning from general prescribing errors and aggregated EP data. However, there was a lack of consensus about how best to learn from statistical data. Potential limitations identified by participants included concern about how the data would be collected and whether it would be truly reflective of their performance.
Junior doctors would value feedback on their prescribing, and are keen to learn from EP errors, develop their clinical prescribing skills and use the EP interface effectively. We identified preferences for EP technology to enable provision of real-time data in combination with feedback to support learning and potentially reduce prescribing errors.
探讨初级医生对以下方面的看法：（1）电子处方培训和反馈，（2）准备接收关于电子处方错误的个性化反馈数据，以及（3）对接收和从电子处方反馈中学习的偏好。
解释性序贯混合方法研究，包括定量调查（第 1 阶段），然后是访谈和焦点小组讨论（第 2 阶段）。
一家大型英国国家卫生服务组织的三家急性医院。
25 名第 1 年和第 2 年的住院医师完成了第 1 阶段的调查；第 2 阶段有 5 名参与者参加了半结构化访谈，7 名参加了焦点小组。
在这项混合方法研究中，初级医生报告说，目前对电子处方错误的反馈缺乏或非正式，而且现有的电子处方培训和资源未得到充分利用。他们认为反馈处方错误很重要，并渴望接收实时、个性化的电子处方反馈数据。反馈需要在可管理的范围内，具有激励性，并清楚地指出如何学习或改进。参与者希望获得有关电子处方系统的反馈和更好的培训，以防止重复错误。除了个性化的电子处方错误数据外，他们对从一般处方错误和汇总的电子处方数据中学习也持积极态度。然而，对于如何从统计数据中最好地学习，参与者存在分歧。参与者提出的潜在限制包括对数据如何收集以及数据是否真正反映其绩效的担忧。
初级医生将重视对其处方的反馈，并渴望从电子处方错误中学习，提高他们的临床处方技能，并有效地使用电子处方界面。我们确定了对电子处方技术的偏好，以能够提供实时数据，并结合反馈来支持学习，并可能减少处方错误。
