ArticleEuropean journal of clinical pharmacology2021
Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme.
Article in European journal of clinical pharmacology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed.
- Assessment of individual disciplines before and after a shift to an active-learning and integrated curriculum.British journal of clinical pharmacology · 2026Article
- Reasons and Outcomes of Pharmacy-Initiated Communication with Medical Practices-A Flashmob Study in Germany.Healthcare (Basel, Switzerland) · 2026Article
- Prescribing variation across Europe: Insights into prescribing practices and educational needs.British journal of clinical pharmacology · 2026Article
- Reimagining pharmacology education.Pharmacological reviews · 2026Review
- Helpful if "Medication took up more space in the course!" - a mixed methods study about pharmacotherapeutic knowledge and digital quizzes for learning and assessment in the medical programme.BMC medical education · 2026Article
- The Feasibility and Quality of the European Prescribing Exam: An International Multicenter Pilot Study Among 3109 Medical Students From 16 Medical Schools.Clinical pharmacology and therapeutics · 2026Article
- Hybrid BOPPPS model in radiology education: a case study of pediatric undergraduates.BMC medical education · 2025Article
- Teaching therapy decision-making to medical students: a prospective mixed-methods evaluation of a curricular innovation.BMC medical education · 2024Article
- Factors affecting pharmacology learning in integrated PBL in diverse medical students: a mixed methods study.BMC medical education · 2024Article
- Bridging the gap between clinical pharmacology and rational drug prescribing 2.0: An up-date after 30 years.British journal of clinical pharmacology · 2024Article
- Pharmacology education in the medical curriculum: Challenges and opportunities for improvement.Pharmacology research & perspectives · 2024Review
- The impact of a summative national prescribing assessment and curriculum type on the development of the prescribing competence of junior doctors.European journal of clinical pharmacology · 2023Article
- Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students.Frontiers in pharmacology · 2023Article
- Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review.Perspectives on medical education · 2023Article
- The influence of OSPE and PBL on competency-based pharmacy student self-assessment.BMC medical education · 2022Article
- Enhancing Career Decision Status of Socioeconomically Disadvantaged Students Through Learning Engagement: Perspective of SOR Model.Frontiers in psychology · 2022Article
- Evaluation of rational prescribing in paediatrics.BMJ paediatrics open · 2021Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThe 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.
methodsFinal-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.
resultsIn 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.
conclusionChanging 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.
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