ArticleBritish journal of clinical pharmacology2022
Better performance of medical students on pharmacotherapy knowledge and skills tests is associated with practising with e-learning program P-scribe.
Article in British journal of clinical pharmacology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Assessment and evaluation of prescribing competences: A systematic review and recommendations.British journal of clinical pharmacology · 2025Pooled it
- Differences in prescribing errors between electronic prescribing and traditional prescribing among medical students: A randomized pilot study.British journal of clinical pharmacology · 2025Trial
- What should be updated in the WHO guide to good prescribing?European journal of clinical pharmacology · 2026Article
- E-Learning Performance Evaluation in Medical Education-A Bibliometric and Visualization Analysis.Healthcare (Basel, Switzerland) · 2023Article
- Better performance of medical students on pharmacotherapy knowledge and skills tests is associated with practising with e-learning program P-scribe.British journal of clinical pharmacology · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimsJunior doctors write most hospital prescriptions, yet are more than twice as likely to make an error in their prescriptions compared to senior doctors. A possibility to enhance pharmacotherapy education is through the use of e-learning modules. The aim of this study was to determine whether P-scribe, as the chosen e-learning resource, helps students in passing their pharmacotherapy assessments.
methodsThis retrospective study was undertaken in the Erasmus Medical Center, the Netherlands. All 270 medical students who started their master's curriculum in the academic session of 2017-2018 were included. Data were analysed to identify the frequency of student's use per e-learning module, total time students spent on e-learning modules and timing of the use of e-learning modules in relation to their assessments. The results of the assessments were analysed to identify possible correlations between the time students spent using P-scribe, their timing of use and their assessment results.
resultsStudents who passed their knowledge-based assessment first time had a mean practice time of five more hours than students who did not pass first time (P < .05, 95% CI: 3.4-6.6). These students practised on average six e-learning modules more (P < .05, 95% CI: 4.1-7.0) than students who failed their first attempt. Students who passed their skill-based prescription test first time, practised on average five more e-learning modules (P = .006, 95% CI: 1.4-8.3) than students who failed their first attempt.
conclusionStudents who passed their pharmacotherapy assessments first time spent more time, and practised more frequently, with e-learning modules.
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Registered trials
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