Akademik Veri Yönetim Sistemi
BASIC AND CLINICAL PHARMACOLOGY AND TOXICOLOGY, ss.122, 2011 (SCI-Expanded)
Introduction:In academic year 2008/2009, University of Dokuz Eylul Medical School decided to introduce a new course on rational pharmacotherapy (RPT). A 5 day-RPT course was entegrated to the curriculum in the beginning of the fourth-year.Methods:The impact of the RPT course on prescribing skills was mea-sured by pre/post-test design by an objective structured clinical examination (OSCE). Problem solving (80 points) and communication skills (20points) were assessed with OSCE. In 2008/9 and 2009/10 academic years, mean scores of the post-tests were significantly higher than the pre-tests, and problem solving skills score increased from 14.4 ± 0.6 to54.9 ± 0.8 (P < 0.0001, n = 267). In academic year 2010/11, to further improve problem solving skills score of the students we added doctor-patient communication video record to the RPT course programme. During training the students were asked to evaluate the doctor-patient communication and prescription on two video records using a checklist followed by group discussions. One of the records demonstrated perfect and the other one inappropriate communication and prescription methods.Results:Total post-test OSCE score was significantly higher for 2010/2011 academic year students (n = 155) than 2008/2009 and 2009/2010 year students (n = 267) (P < 0.0001). Problem solving skills score also improved from 54.9 ± 0.8 to 76.3 ± 1.0 (P < 0.0001).Conclusions:The present study demonstrated that the fourth-year medi-cal students markedly benefited from video record and group discussion in developing rational prescribing skills.