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Inter-professional prescribing masterclass for medical students and non-medical prescribing students (nurses and pharmacists): a pilot study

机译：针对医学生和非医学生（护士和药剂师）的专业间处方生大师班：一项试点研究

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Background and aims: Prescribing errors cause significant patient morbidity and mortality. Current legislation allows prescribing by different health professions. Inter-professional collaboration and learning may result in safer prescribing practice. This study aimed to develop, pilot and test the feasibility of a simulated inter-professional prescribing masterclass for non-medical prescribing students, medical students and pharmacists. Methods and results: A three-scenario, simulated patient session was designed and implemented by an expert panel. Medical students, non-medical prescribing students and pharmacists worked together to formulate and implement evidence-based prescriptions. The Readiness for Inter-professional Learning Score (RIPLS) and a self-efficacy score were administered to the students and the Trust in Physician Score to the simulated patients. Overall, the RIPLS and self-efficacy scores increased. Pharmacists showed the highest rating in the Trust in Physician score. Post masterclass group discussions suggested that the intervention was viewed as a positive educational experience. Conclusion: An inter-professional prescribing masterclass is feasible and acceptable to students. It increases self-efficacy, readiness for inter-professional learning and allows students to learn from, about and with each other. A larger study is warranted and the use of feedback from simulated patients explored further.
机译：背景和目的：处方错误会导致患者大量发病和死亡。当前的立法允许由不同的卫生专业开处方。专业间的协作和学习可能会导致更安全的处方实践。这项研究旨在为非医学处方学生，医学生和药剂师开发，试行和测试模拟的跨专业处方大师班的可行性。方法和结果：由专家小组设计并实施了一种三情景模拟患者会议。医学生，非医学开药学生和药剂师共同努力制定和实施循证处方。对学生进行了专业间学习准备度（RIPLS）和自我效能感评分，对模拟患者进行了医师信任度评分。总体而言，RIPLS和自我效能感得分增加。药剂师在“医师信任度”评分中显示最高的评分。大师班后的小组讨论表明，干预被视为一种积极的教育经验。结论：跨专业开班的大师班是可行的，并为学生所接受。它提高了自我效能感，为跨专业学习做好了准备，并允许学生相互学习，相互学习和相互学习。有必要进行更大的研究，并进一步探索使用模拟患者的反馈意见。

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