A Rapid Review of Prescribing Education Interventions

Usmaan Omer; Evangelos Danopoulos; Martin Veysey; Paul Crampton; Gabrielle Finn

doi:10.1007/s40670-020-01131-8

A Rapid Review of Prescribing Education Interventions

Usmaan Omer^*, Evangelos Danopoulos, Martin Veysey, Paul Crampton, Gabrielle Finn

^*Corresponding author for this work

The Hull York Medical School

Research output: Contribution to journal › Review article › peer-review

Abstract

Introduction: Many studies conducted on the causes and nature of prescribing errors have highlighted the inadequacy of teaching and training of prescribers. Subsequently, a rapid review was undertaken to update on the nature and effectiveness of educational interventions aimed at improving the prescribing skills and competencies. Methods: Twenty-two studies taking place between 2009 and 2019 were identified across nine databases. Results and Discussion: This review reinforced the importance of the WHO Guide to Good Prescribing to prescribing curriculum design as well as the effectiveness of small group teaching. However, it also highlighted the lack of innovation in prescribing education and lack of longitudinal follow-up regarding the effectiveness of prescribing education interventions.

Original language	English
Number of pages	17
Journal	Medical Science Educator
DOIs	https://doi.org/10.1007/s40670-020-01131-8
Publication status	Published - 16 Nov 2020

Bibliographical note

Keywords

Medical students
Non-medical prescribers: curriculum design
Prescribing education
WHO Guide to Good Prescribing

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10.1007/s40670-020-01131-8

Omer2020_Article_ARapidReviewOfPrescribingEduca
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AU - Omer, Usmaan

AU - Danopoulos, Evangelos

AU - Veysey, Martin

AU - Crampton, Paul

AU - Finn, Gabrielle

PY - 2020/11/16

Y1 - 2020/11/16

N2 - Introduction: Many studies conducted on the causes and nature of prescribing errors have highlighted the inadequacy of teaching and training of prescribers. Subsequently, a rapid review was undertaken to update on the nature and effectiveness of educational interventions aimed at improving the prescribing skills and competencies. Methods: Twenty-two studies taking place between 2009 and 2019 were identified across nine databases. Results and Discussion: This review reinforced the importance of the WHO Guide to Good Prescribing to prescribing curriculum design as well as the effectiveness of small group teaching. However, it also highlighted the lack of innovation in prescribing education and lack of longitudinal follow-up regarding the effectiveness of prescribing education interventions.

AB - Introduction: Many studies conducted on the causes and nature of prescribing errors have highlighted the inadequacy of teaching and training of prescribers. Subsequently, a rapid review was undertaken to update on the nature and effectiveness of educational interventions aimed at improving the prescribing skills and competencies. Methods: Twenty-two studies taking place between 2009 and 2019 were identified across nine databases. Results and Discussion: This review reinforced the importance of the WHO Guide to Good Prescribing to prescribing curriculum design as well as the effectiveness of small group teaching. However, it also highlighted the lack of innovation in prescribing education and lack of longitudinal follow-up regarding the effectiveness of prescribing education interventions.

KW - Medical students

KW - Non-medical prescribers: curriculum design

KW - Prescribing education

KW - WHO Guide to Good Prescribing

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SN - 2156-8650

JO - Medical Science Educator

JF - Medical Science Educator

ER -

A Rapid Review of Prescribing Education Interventions

Abstract

Bibliographical note

Keywords

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