Impact of a focussed teaching programme on practical prescribing skills among final year medical students

WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT • Medication errors, and particularly prescribing errors, are common in UK hospitals. • Junior doctors make the majority of prescribing errors. • Deficiencies in prescribing education and training have been closely linked to the high frequency of medication errors. WHAT THIS STUDY ADDS • Focussed prescribing teaching can lead to an improvement in prescribing ability. • Prescribing confidence can be significantly improved through education. • Education is insufficient alone in eradicating prescribing errors. AIM To assess the impact of prescribing teaching on final year medical students. METHODS Students randomly allocated to two hospitals completed a prescribing assessment. Prescribing teaching was delivered to the intervention group while no additional teaching was provided for the control group. All students then completed a second prescribing assessment. RESULTS Teaching improved the assessment score: mean assessment 2 vs. 1, 70% vs. 62%, P= 0.007; allergy documentation: 98% vs. 74%, P= 0.0001; and confidence. However, 30% of prescriptions continued to include prescribing errors. CONCLUSION Medical students make significant errors in prescribing. Teaching improves ability and confidence but is insufficient alone in eradicating errors.