Assessment of prescription writing skills among second phase MBBS undergraduate students of tertiary care teaching hospital in north India
1 P.G. 3rd Year, Department of Pharmacology, GMC Jammu, India.
2 Professor, Department of Pharmacology, GMC Jammu, India.
3 Senior Resident/Demonstrator, Department of Pharmacology, GMC Jammu, India.
Research Article
World Journal of Biology Pharmacy and Health Sciences, 2024, 19(02), 138–145.
Article DOI: 10.30574/wjbphs.2024.19.2.0454
Publication history:
Received on 16 June 2024; revised on 04 August 2024; accepted on 07 August 2024
Abstract:
Background: Prescription writing requires training as a part of the undergraduate teaching programme. Training impacts irrational prescribing of drugs and combats overuse and their adverse effects. This study carried out at Government medical college Jammu in the department of pharmacology, assessed prescription writing skills in the second phase of undergraduate MBBS students of tertiary care teaching hospital in North India
Method: After taking approval from the Institutional ethics committee, this cross-sectional, study was conducted which involved 175 students .After introducing prescription errors and systemic methods of prescription writing (by WHO),each participant was subjected to a clinical case scenario.
Result: This study delves into the prescription writing skills of 175 second-phase MBBS undergraduate students at a tertiary care teaching hospital in North India. The assessment identifies strengths and areas for improvement, shedding light on critical aspects of medication prescribing and its implications for patient safety. Noteworthy strengths include a clear understanding of dosage calculations, accurate prescription formatting, and effective communication of treatment plans. However, challenges lie in minor inconsistencies in drug interactions, the need for improvement in generic drug usage, and issues related to writing legible prescriptions.
The evaluation extends beyond prescription writing to encompass broader skills crucial for medical practitioners. While students exhibit proficiency in systemic pattern knowledge, areas such as communication, problem-solving, and professionalism require targeted interventions. The assessment of overall skills emphasizes the interconnected nature of competencies necessary for delivering comprehensive and patient-centered care.
Furthermore, the study explores the potential impact of enhancing prescription writing skills on healthcare benefits. The majority of students demonstrate excellence in writing accuracy, clinical documentation proficiency, communication clarity, and healthcare records precision. These findings underscore the significance of continuous skill development to ensure safe and effective healthcare delivery.
Conclusion: In conclusion, the insights derived from this research provide a foundation for tailored interventions and strategies to enhance prescription writing skills among medical students. The study advocates for ongoing efforts in medical education, fostering a culture of continuous learning and improvement. The results contribute to the broader discourse on medical education and underscore the imperative of preparing future healthcare professionals for the complexities of prescription writing in diverse healthcare settings.
Keywords:
Undergraduate teaching programme; Prescription errors; Prescription writing; Prescription methods
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