Using team-based revision to prepare medical students for the prescribing safety assessment
Using team-based revision to prepare medical students for the prescribing safety assessment
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DOI：
10.2147/amep.s204435
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发表时间：
2019-01-01
影响因子：
2
通讯作者：
Sam, Amir H.
中科院分区：
文献类型：
--
作者：
Field, Samantha M.;Burstow, Nicholas J.;Sam, Amir H.
背景资料：处方安全性评估（PSA）是一个在线评估安全和有效的处方，由最后一年的英国医学生采取。为了让学生为PSA做好准备，我们使用了一种改进的基于团队的学习形式，即基于团队的修订（TBR），学生在其中巩固了以前在广泛的主题中学到的处方知识和技能。我们评估了学生的反应TBR和他们的看法team working.Methods：8 TBR会议的基础上PSA蓝图进行了为期两天的三名教员为最后一年的医学生。在任务型思考阶段，学生们分成小组回答个人选择题，然后是小组选择题。随后，他们在小组中回答了开放式问题，并将答案写在药物图表上以增加真实性。学生完成调查，使用Likert类型的项目，以确定对TBR的意见和他们的信心prescribing.Results：大多数受访者同意，会议是有用的准备PSA（82%）和基础年1（78%）。92%的人认为使用药物图表有助于学习。TBR后处方信心显著增加（TBR前中位数：2，TBR后中位数：5，p
Background: The Prescribing Safety Assessment (PSA) is an online assessment of safe and effective prescribing, taken by final-year UK medical students. To prepare students for the PSA, we used a modified form of team-based learning, team-based revision (TBR), in which students consolidate previously learned prescribing knowledge and skills across a broad range of topics. We evaluated students' response to TBR and their perceptions of team working.Methods: Eight TBR sessions based on the PSA blueprint were conducted over two days by three faculty members for final year medical students. During TBR sessions, students worked in small groups answering individual multiple-choice questions, followed by group multiple- choice questions. They subsequently answered open-ended questions in their groups, with answers written on a drug chart to increase authenticity. Students completed surveys using Likert-type items to determine views on TBR and their confidence in prescribing.Results: The majority of respondents agreed that the sessions were useful for preparation both for the PSA (82%) and Foundation Year 1 (78%). 92% agreed that using drug-charts aided learning. Prescribing confidence increased significantly after TBR (median pre-TBR: 2, post-TBR: 5, p