Publicação
Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme
| Resumo: | Purpose: The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods: Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results: In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion: Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students. |
|---|---|
| Autores principais: | Brinkman, David J. |
| Outros Autores: | Monteiro, Teresa; Monteiro, Emilia C.; Monteiro, E.C.; Richir, Milan C.; van Agtmael, Michiel A.; Tichelaar, Jelle |
| Assunto: | Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| _version_ | 1868982837311438848 |
|---|---|
| author | Brinkman, David J. |
| author2 | Monteiro, Teresa Monteiro, Emilia C. Monteiro, E.C. Richir, Milan C. van Agtmael, Michiel A. Tichelaar, Jelle |
| author2_role | author author author author author author |
| author_facet | Brinkman, David J. Monteiro, Teresa Monteiro, Emilia C. Monteiro, E.C. Richir, Milan C. van Agtmael, Michiel A. Tichelaar, Jelle |
| author_role | author |
| contributor_name_str_mv | NOVA Medical School|Faculdade de Ciências Médicas (NMS|FCM) Springer Science and Business Media Deutschland GmbH RUN |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Brinkman, David J.\"},{\"Person.name\":\"Monteiro, Teresa\"},{\"Person.name\":\"Monteiro, Emilia C.\"},{\"Person.name\":\"Monteiro, E.C.\",\"Person.identifier.orcid\":\"0000-0002-0570-0765\"},{\"Person.name\":\"Richir, Milan C.\"},{\"Person.name\":\"van Agtmael, Michiel A.\"},{\"Person.name\":\"Tichelaar, Jelle\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | NOVA Medical School|Faculdade de Ciências Médicas (NMS|FCM) Springer Science and Business Media Deutschland GmbH RUN |
| datacite.creators.creator.creatorName.fl_str_mv | Brinkman, David J. Monteiro, Teresa Monteiro, Emilia C. Monteiro, E.C. Richir, Milan C. van Agtmael, Michiel A. Tichelaar, Jelle |
| datacite.date.Accepted.fl_str_mv | 2021-03-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2020-12-30T05:03:30Z |
| datacite.date.embargoed.fl_str_mv | 2020-12-30T05:03:30Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| datacite.titles.title.fl_str_mv | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| dc.contributor.none.fl_str_mv | NOVA Medical School|Faculdade de Ciências Médicas (NMS|FCM) Springer Science and Business Media Deutschland GmbH RUN |
| dc.creator.none.fl_str_mv | Brinkman, David J. Monteiro, Teresa Monteiro, Emilia C. Monteiro, E.C. Richir, Milan C. van Agtmael, Michiel A. Tichelaar, Jelle |
| dc.date.Accepted.fl_str_mv | 2021-03-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2020-12-30T05:03:30Z |
| dc.date.embargoed.fl_str_mv | 2020-12-30T05:03:30Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10362/109473 |
| dc.language.none.fl_str_mv | eng |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| dc.title.fl_str_mv | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Purpose: The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods: Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results: In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion: Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://run.unl.pt/bitstreams/d3050b8e-58ac-4f1e-ad36-9ddd8a18a837/download |
| id | run_aa85c91c9c0e36a00aac75908072f4dc |
| identifier.url.fl_str_mv | http://hdl.handle.net/10362/109473 |
| inst_facet_str | urn:organizationAcronym:unl{{{_:::_}}}Universidade Nova de Lisboa |
| instacron_str | unl |
| institution | Universidade Nova de Lisboa |
| instname_str | Universidade Nova de Lisboa |
| language | eng |
| network_acronym_str | run |
| network_name_str | Repositório Institucional da UNL |
| oai_identifier_str | oai:run.unl.pt:10362/109473 |
| organization_str_mv | urn:organizationAcronym:unl |
| person_str_mv | Brinkman, David J. Monteiro, Teresa Monteiro, Emilia C. Monteiro, E.C. Monteiro, E.C. https://www.ciencia-id.pt/5918-54A6-FAA0 5918-54A6-FAA0 http://orcid.org/0000-0002-0570-0765 0000-0002-0570-0765 Richir, Milan C. van Agtmael, Michiel A. Tichelaar, Jelle |
| publishDate | 2021 |
| repo_facet_str | urn:repositoryAcronym:run{{{_:::_}}}Repositório Institucional da UNL |
| reponame_str | Repositório Institucional da UNL |
| repository_id_str | urn:repositoryAcronym:run |
| service_str_mv | urn:repositoryAcronym:run |
| spelling | engenPurpose: The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods: Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results: In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion: Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.application/pdfenSwitching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programmeBrinkman, David J.Monteiro, TeresaMonteiro, Emilia C.PersonalMonteiro, E.C.DSpacehttp://dspace.org/items/631292a4-58bc-4ec4-97ee-1143e44df2c0DSpacehttp://dspace.org/items/631292a4-58bc-4ec4-97ee-1143e44df2c0MonteiroEmília CarreiraCiência IDhttps://www.ciencia-id.pt5918-54A6-FAA0ORCIDhttp://orcid.org0000-0002-0570-0765Scopus Author IDhttps://www.scopus.com7102113853Richir, Milan C.van Agtmael, Michiel A.Tichelaar, JelleNOVA Medical School|Faculdade de Ciências Médicas (NMS|FCM)Springer Science and Business Media Deutschland GmbHHostingInstitutionOrganizationalRUNe-mailmailto:run@unl.ptrun@unl.ptISSNIsPartOf0031-6970URNIsPartOfPURE: 26184444URNIsPartOfPURE UUID: 854870e8-cc94-4194-9352-1c5851a946d5URNIsPartOfScopus: 85093937267URNIsPartOfWOS: 000582105100001URNIsPartOfPubMed: 33098019DOIIsPartOf10.1007/s00228-020-03027-32020-12-30T05:03:30Z2021-032021-03-01T00:00:00ZHandlehttp://hdl.handle.net/10362/109473http://purl.org/coar/access_right/c_abf2open accessClinical pharmacologyMedical curriculumPrescribingStudentsTherapeuticsUndergraduatePharmacologyPharmacology (medical)308423 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://run.unl.pt/bitstreams/d3050b8e-58ac-4f1e-ad36-9ddd8a18a837/download |
| spellingShingle | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme Brinkman, David J. Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| status | SINGLETON |
| subject.fl_str_mv | Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| title | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| title_full | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| title_fullStr | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| title_full_unstemmed | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| title_short | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| title_sort | Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme |
| topic | Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| topic_facet | Clinical pharmacology Medical curriculum Prescribing Students Therapeutics Undergraduate Pharmacology Pharmacology (medical) |
| url | http://hdl.handle.net/10362/109473 |
| visible | 1 |