Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Junior doctors prescribing
T2 - enhancing their learning in practice
AU - Rothwell, Charlotte
AU - Burford, Bryan
AU - Morrison, Jill
AU - Morrow, Gill
AU - Allen, Maggie
AU - Davies, Carol
AU - Baldauf, Beate
AU - Spencer, John
AU - Johnson, Neil
AU - Peile, Ed
AU - Illing, Jan
PY - 2012/2
Y1 - 2012/2
N2 - AIM: This aim of this paper was to explore new doctors' preparedness for prescribing.METHODS: This was a multiple methods study including face-to-face and telephone interviews, questionnaires and secondary data from a safe prescribing assessment (n= 284). Three medical schools with differing curricula and cohorts were included: Newcastle (systems-based, integrated curriculum); Warwick (graduate entry) and Glasgow [problem-based learning (PBL)], with graduates entering F1 in their local deanery. The primary sample consisted of final year medical students, stratified by academic quartile (n= 65) from each of the three UK medical schools. In addition an anonymous cohort questionnaire was distributed at each site (n= 480), triangulating interviews were conducted with 92 clinicians and questionnaire data were collected from 80 clinicians who had worked with F1s.RESULTS: Data from the primary sample and cohort data highlighted that graduates entering F1 felt under-prepared for prescribing. However there was improvement over the F1 year through practical experience and support. Triangulating data reinforced the primary sample findings. Participants reported that learning in an applied setting would be helpful and increase confidence in prescribing. No clear differences were found in preparedness to prescribe between graduates of the three medical schools.CONCLUSION: The results form part of a larger study 'Are medical graduates fully prepared for practice?'. Prescribing was found to be the weakest area of practice in all sources of data. There is a need for more applied learning to develop skill-based, applied aspects of prescribing which would help to improve preparedness for prescribing.
AB - AIM: This aim of this paper was to explore new doctors' preparedness for prescribing.METHODS: This was a multiple methods study including face-to-face and telephone interviews, questionnaires and secondary data from a safe prescribing assessment (n= 284). Three medical schools with differing curricula and cohorts were included: Newcastle (systems-based, integrated curriculum); Warwick (graduate entry) and Glasgow [problem-based learning (PBL)], with graduates entering F1 in their local deanery. The primary sample consisted of final year medical students, stratified by academic quartile (n= 65) from each of the three UK medical schools. In addition an anonymous cohort questionnaire was distributed at each site (n= 480), triangulating interviews were conducted with 92 clinicians and questionnaire data were collected from 80 clinicians who had worked with F1s.RESULTS: Data from the primary sample and cohort data highlighted that graduates entering F1 felt under-prepared for prescribing. However there was improvement over the F1 year through practical experience and support. Triangulating data reinforced the primary sample findings. Participants reported that learning in an applied setting would be helpful and increase confidence in prescribing. No clear differences were found in preparedness to prescribe between graduates of the three medical schools.CONCLUSION: The results form part of a larger study 'Are medical graduates fully prepared for practice?'. Prescribing was found to be the weakest area of practice in all sources of data. There is a need for more applied learning to develop skill-based, applied aspects of prescribing which would help to improve preparedness for prescribing.
KW - Clinical Competence
KW - Curriculum
KW - Drug Prescriptions
KW - Education, Medical, Graduate
KW - Great Britain
KW - Humans
KW - Physician's Practice Patterns
KW - Problem-Based Learning
KW - Questionnaires
KW - Students, Medical
U2 - 10.1111/j.1365-2125.2011.04061.x
DO - 10.1111/j.1365-2125.2011.04061.x
M3 - Journal article
C2 - 21752067
VL - 73
SP - 194
EP - 202
JO - British Journal of Clinical Pharmacology
JF - British Journal of Clinical Pharmacology
SN - 0306-5251
IS - 2
ER -