Evidence map›Paper›PMID 40994417›Full record

ReviewBritish journal of clinical pharmacology2026

Assessment of clinical pharmacology and competence during medicine clerkships.

Nicole C Cheung, Kelly M Quesnelle, Hsinling Sonya Hung, Uzoma Ikonne, Yeshwanth R Karkal, Deborah D Divis, Pius S Fasinu, Munder Zagaar, Mostafa Hosseinzadeh, Toby Tally and 1 more

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

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 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Nicole C CheungNorthwell, New Hyde Park, New York, USA.ORCID https://orcid.org/0000-0001-7970-1675
Kelly M QuesnelleDepartment of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA.ORCID https://orcid.org/0000-0002-2408-1904
Hsinling Sonya HungCenter on Health Advancement, Virginia Commonwealth University School of Medicine, Richmond, Virginia, USA.ORCID https://orcid.org/0000-0002-1738-0068
Uzoma IkonneDepartment of Biomedical and Translational Sciences, Eastern Virginia Medical School at Old Dominion University, Norfolk, Virginia, USA.ORCID https://orcid.org/0000-0002-5938-0699
Yeshwanth R KarkalDepartment of Biomedical Sciences, Mercer University School of Medicine, Macon, Georgia, USA.
Deborah D DivisUniversity Libraries, Research & Instruction Department, Creighton University, Omaha, Nebraska, USA.ORCID https://orcid.org/0000-0003-1589-9103
Pius S FasinuDepartment of Medical Education, Heersink School of Medicine, The University of Alabama at Birmingham, Birmingham, Alabama, USA.ORCID https://orcid.org/0000-0002-3160-1824
Munder ZagaarDepartment of Education Innovation and Technology, Baylor College of Medicine, Houston, Texas, USA.ORCID https://orcid.org/0000-0003-1371-403X
Mostafa HosseinzadehCollege of Medicine, Methodist University Cape Fear Valley Health School of Medicine, Fayetteville, North Carolina, USA.
Toby TallyDepartment of Surgery, Augusta University Medical College of Georgia, Augusta, Georgia, USA.
Khalil EldeebCollege of Medicine, Methodist University Cape Fear Valley Health School of Medicine, Fayetteville, North Carolina, USA.ORCID https://orcid.org/0000-0001-6071-6412

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Safe and effective prescribing is a competency recognized in frameworks created by various countries for medical students entering clinical practice. Clinical pharmacology education, when aligned with competency-based medical education (CBME), offers an opportunity to improve pharmacotherapeutic decision-making and medication safety. This narrative review summarizes the current assessment methods used to evaluate clinical pharmacology competencies of undergraduate medical students during clerkships, including objective structured clinical exams (OSCEs), mini-clinical evaluation exercises (mini-CEX), case-based discussions, and written and oral exams. While these assessments are commonly used, their application to evaluate competencies related to clinical pharmacology is limited. The review illustrates the need for a structured, multimodal approach to assessment that emphasizes frequent formative feedback in a longitudinal manner, observable behaviours or tasks, and the implementation of online educational resources developed to target these competencies. Developing and aligning clinical pharmacology assessments with clear, specified competencies during clinical clerkships can potentially promote learner confidence, knowledge and skills necessary to optimize patient-centred care.

Indexed as

Clinical ClerkshipClinical CompetenceCompetency-Based EducationEducational MeasurementEducation, Medical, UndergraduatePharmacology, ClinicalHumansStudents, Medicallearner assessmentmedical educationmedication safetypharmacotherapeuticspharmacotherapyprescribingtherapeutics assessment

Identifiers

PMID40994417
PMCPMC13420892

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.