ReviewBritish journal of clinical pharmacology2026
Prescribing competence: The pros and cons of different methods for assessment.
Review in British journal of clinical pharmacology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- Medication-related examination questions in clinical courses within undergraduate medical education.European journal of clinical pharmacology · 2026Article
- Prescribing competence: The pros and cons of different methods for assessment.British journal of clinical pharmacology · 2026Review
- Using assessment in pharmacology to drive learning in the right direction.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
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Evaluating a medical graduate's competence in rational prescribing is challenging. With the aim to guide and inspire teachers, this narrative review explores different methods that can be used to assess prescribing competence. Each method has its own advantages and disadvantages, and thus a mix of different assessment methods is needed throughout the undergraduate curriculum to ensure that medical students are competent prescribers. Miller's pyramid of clinical competence might help identify the most suitable assessment at each stage of the curriculum. Programmatic assessment, whereby progress is assessed at different times throughout the curriculum, is promising and offers potential long-term advantages, especially in fostering continuous learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.