Universität zu Köln

Kirsch, Verena, Johannsen, Wencke, Thrien, Christian, Herzig, Stefan and Matthes, Jan ORCID: 0000-0003-2754-1555 (2019). Hopefully, I will never forget that again - sensitizing medical students for drug safety by working on cases and simulating doctor-patient communication. GMS J. Med. Educ., 36 (2). DUESSELDORF: GERMAN MEDICAL SCIENCE-GMS. ISSN 2366-5017

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Abstract

Objective: This project is part of the PJ-STArT-Block, a one-week course preparing 10th semester medical students for their final practical year. The focus is on sensitizing students to aspects of medication safety by becoming aware of their skills and their deficits in terms of application and communication of pharmacological knowledge. The modules were evaluated regarding feasibility, acceptance and possible effects. Furthermore, the areas in which students see their pharmacological deficits or learning successes were gathered. Methods: In simulated physician-patient conversations, the students are to identify drug-related problems such as medication errors, adverse drug events or interactions. Together with their fellow students and under medical or pharmaceutical moderation, they then have to find solutions for the identified problems and communicate these solutions to the patients. Based on paper cases, students practice, reflect, and discuss the research of reliable information about drugs and medication therapy. The written evaluation included the evaluation by school grades and the possibility of comments in free text. A content analysis of interviews with students at the beginning of the project aimed to identify areas of pharmacology in which they see their own deficits. Results: Evaluation results including the free text comments indicate students' acceptance of our pharmacology modules. According to this, the students realize the importance of aspects relevant for medication safety. The areas mentioned in 35 interviews in which students localize deficits, correspond to the topics that were intended when conceiving the modules and which are important for medication safety (e.g. interactions, adverse drug effects, dosages). Conclusion: Implementation of context-based, application-oriented teaching formats as recently claimed for pharmacological education to improve the quality of prescriptions, is possible, as the Cologne example shows. The student evaluation turns out positively and indicates a critical self-reflection. The students identified various pharmacological deficits in themselves, which have since been confirmed and quantified in another study.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Kirsch, Verena UNSPECIFIED UNSPECIFIED UNSPECIFIED Johannsen, Wencke UNSPECIFIED UNSPECIFIED UNSPECIFIED Thrien, Christian UNSPECIFIED UNSPECIFIED UNSPECIFIED Herzig, Stefan UNSPECIFIED UNSPECIFIED UNSPECIFIED Matthes, Jan UNSPECIFIED orcid.org/0000-0003-2754-1555 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-139440
DOI:	10.3205/zma001225
Journal or Publication Title:	GMS J. Med. Educ.
Volume:	36
Number:	2
Date:	2019
Publisher:	GERMAN MEDICAL SCIENCE-GMS
Place of Publication:	DUESSELDORF
ISSN:	2366-5017
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language JUNIOR DOCTORS; EDUCATION; SKILLS Multiple languages Education, Scientific Disciplines Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/13944