Essential therapeutics skills required of junior doctors

Awareness about rational use of medicines among fresh Bachelor of Medicine and Bachelor of Surgery graduates

CONTEXT

Fresh Bachelor of Medicine and Bachelor of Surgery graduates (FMGs) are responsible for the majority of prescription errors and irrational use of medicines. Little research has explored their knowledge on rational prescribing practices.

AIMS

The present study aimed to evaluate the awareness of rational use of medicines (RUMs) among the FMGs.

SETTINGS AND DESIGN

A multicentric, cross-sectional, and questionnaire-based study was conducted among 308 FMGs during the internship orientation program.

SUBJECTS AND METHODS

The structured and prevalidated questionnaire consisted of 35 statements on important aspects of RUM.

STATISTICAL ANALYSIS USED

Data were analyzed using SPSS version 24.0 at 95% level of significance with Fisher's exact test.

RESULTS

Nearly 31% of FMGs did not know that the generic drugs are equally efficacious as branded drugs whereas 53% were in support of pregnant female should not consume any drug. Nearly 58% of FMGs were confused about deciding the dose in children and 18% were in favor of using antibiotics in common cold. Almost 55% of FMGs were disagree for adjusting the dose of antidiabetic drugs by patient depending on the meal taken whereas 12% were not aware of the importance of compliance of antihypertensive drugs and 40% were supporting the safety of fruits in chronic renal disease. The FMG from government colleges answered more correctly than that of the private colleges.

CONCLUSIONS

The awareness of RUM among FMG is not satisfactory, and also there is a gap in its implementation. Thus, they should be supervised during the initial phase of their medical practice.

A multi-centre student survey on weighing disciplines in medical curricula - a pilot study

Aim: Initiated by students, this pilot study examines how obtaining medical students' perspectives via a structured online survey may prove useful for curriculum deliberation. Methods: In 2012, 747 students of 32 medical faculties in Germany assessed disciplines specified in the Medical Licensure Act (AÄpprO) thereby concerning the allocation of teaching time, perceived usefulness regarding preparation for state examination and medical practice, their interest and motivation for studying as well as consideration for future work. Results: Internal medicine, surgery, paediatrics, gynaecology/obstetrics and general medicine rank amongst the upper third regarding allocation of teaching time and perceived usefulness for future medical practice. Concerning both preparation for state examination and medical practice internal medicine ranks second, while surgery only 22^nd and 28^th of 32, respectively. Some clinical-theoretical disciplines (e.g. pharmacology) are in the top ten regarding perceived preparation for state examination, too. Students who consider choosing internal medicine for future work rate associated disciplines significantly higher regarding usefulness for clinical practice (e.g. pharmacology) or motivation for studying (e.g. microbiology) than other students do. Conclusion: A simple survey reveals interesting data on students' perceptions and ideas of medical studies. Though the data are plausible, interpretations should be done with caution. Nonetheless, data like these should give rise to further questions and discussions, e.g. as part of curriculum deliberation.

Teaching safe prescribing to medical students: perspectives in the UK

Prescribing is a characteristic role of a medical practitioner. On graduating from medical school, students are presumed to have acquired the necessary pharmacology knowledge underpinning the therapeutics and developed their personal skills and behaviors in order to write a safe and effective prescription (The Four Ps). However, there are reports of errors in medical prescribing and dissatisfied feedback from recent graduates, which evidence potential flaws in the current training in the practice of prescribing. We examine the Four Ps from a systems approach and offer scope for educators and curriculum designers to review and reflect on their current undergraduate teaching, learning, and assessment strategies in a similar manner. We also adopt a national framework of common competencies required of all prescribers to remain effective and safe in their area of practice as a more objective layer to the broader learning outcomes of the General Medical Council Tomorrow's Doctors 2009. This exercise demonstrates where standard, recognized competencies for safe prescribing can be accommodated pedagogically within existing medical curricula.

Perspectives …

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