Presentation Description
Kellie Charles1
Jennifer Shone2, Carl Schneider1, Nicholas Buckley3,4 and Sarah Hilmer5,6
1 Sydney Pharmacy School, University of Sydney
2 Sydney Medical School, University of Sydney
3 School of Medical Sciences, University of Sydney
4 Royal Prince Alfred Hospital
5 Northern Clinical School, University of Sydney
6 Royal North Shore Hospital
Jennifer Shone2, Carl Schneider1, Nicholas Buckley3,4 and Sarah Hilmer5,6
1 Sydney Pharmacy School, University of Sydney
2 Sydney Medical School, University of Sydney
3 School of Medical Sciences, University of Sydney
4 Royal Prince Alfred Hospital
5 Northern Clinical School, University of Sydney
6 Royal North Shore Hospital
Background:
Addressing the lack of preparedness among final year medical students for effective prescribing is a critical concern globally (1,2). The constraints of teaching clinical pharmacology and prescribing skills in the final year exacerbate the challenge. However, the optimal educational strategies for enhancing prescribing skills among these students remain uncertain.
Addressing the lack of preparedness among final year medical students for effective prescribing is a critical concern globally (1,2). The constraints of teaching clinical pharmacology and prescribing skills in the final year exacerbate the challenge. However, the optimal educational strategies for enhancing prescribing skills among these students remain uncertain.
Summary of Work:
This study employed the Stanford 5-step design thinking model to devise a theoretically-informed, vertically-integrated therapeutics curriculum alongside a longitudinal programmatic evaluation framework. Design thinking leverages student insights to iteratively develop solutions aligned with their needs. Starting in 2020, a series of authentic prescribing assessments, supplemented by structured individual and group online feedback, were formulated, and delivered to the geographically diverse final year medical student cohort. A realist evaluation was conducted to uncover “What aspects of the prescribing curriculum and assessment works, for whom, in what respects, to what extent, in what contexts, and how?”
This study employed the Stanford 5-step design thinking model to devise a theoretically-informed, vertically-integrated therapeutics curriculum alongside a longitudinal programmatic evaluation framework. Design thinking leverages student insights to iteratively develop solutions aligned with their needs. Starting in 2020, a series of authentic prescribing assessments, supplemented by structured individual and group online feedback, were formulated, and delivered to the geographically diverse final year medical student cohort. A realist evaluation was conducted to uncover “What aspects of the prescribing curriculum and assessment works, for whom, in what respects, to what extent, in what contexts, and how?”
Results:
Final year students affirmed the educational value of the tasks (82% agreement, n=210). Subsequent refinements over the ensuing 18 months were shaped by ongoing student feedback. Notably, student input guided the early inclusion of the prescribing program within the Year 2 curriculum and the integration of a team-based inter-professional prescribing module. In-depth realist interviews conducted at three time with 11 students in the 2022 cohort revealed that within the context of limited experience in practical prescribing, the prescribing assessments equipped students with incremental exposure to the intricacies of prescribing. Notably, students who “owned their learning” alongside active integration of theory into practice, coupled with proactive feedback-seeking from clinical supervisors, reaped the greatest rewards from the prescribing preparation curriculum.
Final year students affirmed the educational value of the tasks (82% agreement, n=210). Subsequent refinements over the ensuing 18 months were shaped by ongoing student feedback. Notably, student input guided the early inclusion of the prescribing program within the Year 2 curriculum and the integration of a team-based inter-professional prescribing module. In-depth realist interviews conducted at three time with 11 students in the 2022 cohort revealed that within the context of limited experience in practical prescribing, the prescribing assessments equipped students with incremental exposure to the intricacies of prescribing. Notably, students who “owned their learning” alongside active integration of theory into practice, coupled with proactive feedback-seeking from clinical supervisors, reaped the greatest rewards from the prescribing preparation curriculum.
Conclusion:
Utilising a design-theory framework enriched curriculum development, and a realist evaluation provided deeper insights into 'how' and 'why' of the curriculum's impact. The study's findings continuously inform curriculum refinement.
Utilising a design-theory framework enriched curriculum development, and a realist evaluation provided deeper insights into 'how' and 'why' of the curriculum's impact. The study's findings continuously inform curriculum refinement.
References (maximum three)
- Simon R. J. Maxwell, Jamie J. Coleman, Lynne Bollington, Celia Taylor, David J. Webb (2017) Prescribing Safety Assessment 2016: Delivery of a national prescribing assessment to 7343 UK final-year medical students British Journal of Clinical Pharmacology 83 (10): 2249 – 2258 https://doi.org/10.1111/bcp.13319
- Paul K. L. Chin, Kellie Charles et al (2023): Evaluation of the Prescribing Skills Assessment implementation, performance and medical student experience in Australia and New Zealand. British Journal of Clinical Pharmacology (in press, 05 June 2023), https://doi.org/10.1111/bcp.15814