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Does formative assessment help students to acquire prescribing skills?
PURPOSE: Formative assessments can help motivate students and ease students’ learning through feedback. There is a pressing need for improvement of clinical pharmacotherapy (CPT) education since junior doctors make many prescribing errors. The aim of this study was to determine whether a formative a...
Autores principales: | , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Berlin Heidelberg
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9945830/ https://www.ncbi.nlm.nih.gov/pubmed/36811671 http://dx.doi.org/10.1007/s00228-023-03456-w |
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author | Kalfsvel, L. S. Peeters, L. E. J. Hoek, K. Bethlehem, C. van der Sijs, I. H. van der Kuy, P. H. M. van den Broek, W. W. Versmissen, J. van Rosse, F. |
author_facet | Kalfsvel, L. S. Peeters, L. E. J. Hoek, K. Bethlehem, C. van der Sijs, I. H. van der Kuy, P. H. M. van den Broek, W. W. Versmissen, J. van Rosse, F. |
author_sort | Kalfsvel, L. S. |
collection | PubMed |
description | PURPOSE: Formative assessments can help motivate students and ease students’ learning through feedback. There is a pressing need for improvement of clinical pharmacotherapy (CPT) education since junior doctors make many prescribing errors. The aim of this study was to determine whether a formative assessment with personalized narrative feedback helps medical students to increase their prescribing skills. METHODS: This retrospective cohort study was conducted among masters’ medical students at Erasmus Medical Centre, The Netherlands. Students made a formative and a summative skill-based prescription assessment, both during clerkships as part of their regular curriculum. Errors in both assessments were categorized by type and possible consequence and compared with each other. RESULTS: A total of 388 students made 1964 errors in the formative assessment and 1016 in the summative assessment. Most improvements after the formative assessment were seen for mentioning the weight of a child on the prescription (n = 242, 19%). Most new and repeated errors in the summative assessment were missing usage instructions (n = 82, 16% and n = 121, 41%). CONCLUSIONS: This formative assessment with personalized and individual narrative feedback has helped students to increase the technical correctness of their prescriptions. However, errors repeated after the feedback were predominantly errors showing that only one formative assessment has not yet enhanced the clinical prescribing enough. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00228-023-03456-w. |
format | Online Article Text |
id | pubmed-9945830 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer Berlin Heidelberg |
record_format | MEDLINE/PubMed |
spelling | pubmed-99458302023-02-23 Does formative assessment help students to acquire prescribing skills? Kalfsvel, L. S. Peeters, L. E. J. Hoek, K. Bethlehem, C. van der Sijs, I. H. van der Kuy, P. H. M. van den Broek, W. W. Versmissen, J. van Rosse, F. Eur J Clin Pharmacol Research PURPOSE: Formative assessments can help motivate students and ease students’ learning through feedback. There is a pressing need for improvement of clinical pharmacotherapy (CPT) education since junior doctors make many prescribing errors. The aim of this study was to determine whether a formative assessment with personalized narrative feedback helps medical students to increase their prescribing skills. METHODS: This retrospective cohort study was conducted among masters’ medical students at Erasmus Medical Centre, The Netherlands. Students made a formative and a summative skill-based prescription assessment, both during clerkships as part of their regular curriculum. Errors in both assessments were categorized by type and possible consequence and compared with each other. RESULTS: A total of 388 students made 1964 errors in the formative assessment and 1016 in the summative assessment. Most improvements after the formative assessment were seen for mentioning the weight of a child on the prescription (n = 242, 19%). Most new and repeated errors in the summative assessment were missing usage instructions (n = 82, 16% and n = 121, 41%). CONCLUSIONS: This formative assessment with personalized and individual narrative feedback has helped students to increase the technical correctness of their prescriptions. However, errors repeated after the feedback were predominantly errors showing that only one formative assessment has not yet enhanced the clinical prescribing enough. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00228-023-03456-w. Springer Berlin Heidelberg 2023-02-22 2023 /pmc/articles/PMC9945830/ /pubmed/36811671 http://dx.doi.org/10.1007/s00228-023-03456-w Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Research Kalfsvel, L. S. Peeters, L. E. J. Hoek, K. Bethlehem, C. van der Sijs, I. H. van der Kuy, P. H. M. van den Broek, W. W. Versmissen, J. van Rosse, F. Does formative assessment help students to acquire prescribing skills? |
title | Does formative assessment help students to acquire prescribing skills? |
title_full | Does formative assessment help students to acquire prescribing skills? |
title_fullStr | Does formative assessment help students to acquire prescribing skills? |
title_full_unstemmed | Does formative assessment help students to acquire prescribing skills? |
title_short | Does formative assessment help students to acquire prescribing skills? |
title_sort | does formative assessment help students to acquire prescribing skills? |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9945830/ https://www.ncbi.nlm.nih.gov/pubmed/36811671 http://dx.doi.org/10.1007/s00228-023-03456-w |
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