PDF(Pubmed)
Abstract：
BACKGROUND: Prescription writing skills are essential for physician practice. This study describes the development and implementation of a curricular intervention focused on improving the knowledge and confidence of preclerkship medical students\' prescription writing practices utilizing an interprofessional education model, with a focus on electronic prescribing.
METHODS: Medicine and Pharmacy Faculty from a large, urban university collaborated to develop the content of the workshop and a simulation platform was used for the e-prescribing activity. Second-year medical students attended a mandatory in-person workshop facilitated by fourth-year pharmacy students. A pre and post knowledge test and confidence survey were used to assess students\' knowledge, confidence, and satisfaction. Outcomes from the knowledge test were evaluated with paired-samples proportions tests, and confidence survey data was evaluated with paired t-tests and Wilcoxon signed-rank tests in a pre-post study design.
RESULTS: Students demonstrated a significant increase in prescription writing knowledge and confidence after completing the workshop. On the pre-test, 7% of students (21/284) completed the electronic prescribing assessment correctly and 51% of students (149/295) completed it correctly on the post-test. All items on the confidence survey showed a significant increase in pre- versus post-survey comparisons (p < 0.001).
CONCLUSIONS: This interprofessional prescription writing workshop facilitated by pharmacy students shows promise for improving the knowledge and confidence of prescription writing and electronic prescribing practices in preclerkship medical students.
METHODS: Medicine and Pharmacy Faculty from a large, urban university collaborated to develop the content of the workshop and a simulation platform was used for the e-prescribing activity. Second-year medical students attended a mandatory in-person workshop facilitated by fourth-year pharmacy students. A pre and post knowledge test and confidence survey were used to assess students\' knowledge, confidence, and satisfaction. Outcomes from the knowledge test were evaluated with paired-samples proportions tests, and confidence survey data was evaluated with paired t-tests and Wilcoxon signed-rank tests in a pre-post study design.
RESULTS: Students demonstrated a significant increase in prescription writing knowledge and confidence after completing the workshop. On the pre-test, 7% of students (21/284) completed the electronic prescribing assessment correctly and 51% of students (149/295) completed it correctly on the post-test. All items on the confidence survey showed a significant increase in pre- versus post-survey comparisons (p < 0.001).
CONCLUSIONS: This interprofessional prescription writing workshop facilitated by pharmacy students shows promise for improving the knowledge and confidence of prescription writing and electronic prescribing practices in preclerkship medical students.
摘要：
背景：处方写作技巧对于医师实践至关重要。这项研究描述了课程干预的开发和实施，该课程干预的重点是利用跨专业教育模式提高实习医学生处方写作实践的知识和信心，专注于电子处方。
方法：来自大型医学和药学学院，城市大学合作开发了研讨会的内容，并将模拟平台用于电子处方活动。二年级医学生参加了由四年级药学学生提供的强制性面对面研讨会。使用前和后知识测试和信心调查来评估学生的知识，信心,和满意度。知识测试的结果用配对样本比例测试进行了评估，在研究前后设计中,采用配对t检验和Wilcoxon符号秩检验对信心调查数据进行评估.
结果：学生在完成研讨会后证明了处方书写知识和信心的显着增加。在预先测试中，7％的学生（21/284）正确完成了电子处方评估，51％的学生（149/295）在后期测试中正确完成了电子处方评估。信心调查的所有项目均显示调查前与调查后比较显着增加（p<0.001）。
结论：这个由药学专业学生主持的跨专业处方书写研讨会显示出有望提高实习医学生对处方书写和电子处方实践的知识和信心。
方法：来自大型医学和药学学院，城市大学合作开发了研讨会的内容，并将模拟平台用于电子处方活动。二年级医学生参加了由四年级药学学生提供的强制性面对面研讨会。使用前和后知识测试和信心调查来评估学生的知识，信心,和满意度。知识测试的结果用配对样本比例测试进行了评估，在研究前后设计中,采用配对t检验和Wilcoxon符号秩检验对信心调查数据进行评估.
结果：学生在完成研讨会后证明了处方书写知识和信心的显着增加。在预先测试中，7％的学生（21/284）正确完成了电子处方评估，51％的学生（149/295）在后期测试中正确完成了电子处方评估。信心调查的所有项目均显示调查前与调查后比较显着增加（p<0.001）。
结论：这个由药学专业学生主持的跨专业处方书写研讨会显示出有望提高实习医学生对处方书写和电子处方实践的知识和信心。
