The effect of an interactive tutorial on the prescribing performance of senior medical students

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dc.contributor.authorTonkin, A.
dc.contributor.authorTaverner, D.
dc.contributor.authorLatte, G.
dc.contributor.authorDoecke, C.
dc.contributor.organisationMedicine Learning and Teaching Unit
dc.date.issued2006
dc.description.abstractObjectives: To evaluate the effectiveness of small group tutorials in teaching senior medical students the requirements of prescription writing. Design: Random allocation to interactive tutorial or didactic lecture with blinded evaluation. Subjects: All 1999 6th year medical students, the University of Adelaide. Results: The Tutorial Attenders (mean 13.3, SD 2.6) performed significantly better than the Lecture Group (mean12.2, SD 3.0) p=0.041 and the Non-attenders (mean10.7, SD 3.1) p=<0.001. The 13 individual OSCE items formed four logical subgroups, and the Tutorial Attenders performed significantly better in Prescription Writing in all comparisons. Conclusion: A single, one-hour interactive tutorial is likely to be the minimum amount of intervention that will be effective in improving prescribing skills.
dc.description.statementofresponsibilityAnne L Tonkin, David Taverner, Jenny Latte, Christopher Doecke
dc.format.extent274833 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationMedical Education Online: an electronic journal, 2006; 11(9):1-6
dc.identifier.issn1087-2981
dc.identifier.urihttp://hdl.handle.net/2440/36320
dc.language.isoen
dc.publisherMedical Education Online
dc.rights©Authors
dc.source.urihttp://www.med-ed-online.org/pdf/Res00132.pdf
dc.titleThe effect of an interactive tutorial on the prescribing performance of senior medical students
dc.typeJournal article
pubs.publication-statusPublished

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