OBJECTIVE: To assess and compare prescribing error-identification rates by health professional students. METHODS: Medical, pharmacy, and nursing students were asked to complete a questionnaire on which they evaluated the accuracy of 3 prescriptions and indicated the type of error found, if any. The number of correctly identified prescribing errors and the number of correct types of errors identified were compared and error identification rates for each group were calculated. RESULTS: One hundred seventy-five questionnaires were returned (87% response rate). Pharmacy students had a significantly higher error-identification rate than medical and nursing students (p < 0.001). No significant differences were found between medical and nursing students (p = 0.88). Compared to medical students, pharmacy students more often were able to identify correctly the error type for each prescription (p < 0.001; p = 0.023; p = 0.001). CONCLUSIONS: Of the 3 student groups, pharmacy students demonstrated a significantly higher error-identification rate, which may be associated with the greater number of pharmacology and pharmacotherapeutics course hours that pharmacy students complete.
OBJECTIVE: To assess and compare prescribing error-identification rates by health professional students. METHODS: Medical, pharmacy, and nursing students were asked to complete a questionnaire on which they evaluated the accuracy of 3 prescriptions and indicated the type of error found, if any. The number of correctly identified prescribing errors and the number of correct types of errors identified were compared and error identification rates for each group were calculated. RESULTS: One hundred seventy-five questionnaires were returned (87% response rate). Pharmacy students had a significantly higher error-identification rate than medical and nursing students (p < 0.001). No significant differences were found between medical and nursing students (p = 0.88). Compared to medical students, pharmacy students more often were able to identify correctly the error type for each prescription (p < 0.001; p = 0.023; p = 0.001). CONCLUSIONS: Of the 3 student groups, pharmacy students demonstrated a significantly higher error-identification rate, which may be associated with the greater number of pharmacology and pharmacotherapeutics course hours that pharmacy students complete.
Authors: D W Bates; D J Cullen; N Laird; L A Petersen; S D Small; D Servi; G Laffel; B J Sweitzer; B F Shea; R Hallisey Journal: JAMA Date: 1995-07-05 Impact factor: 56.272
Authors: L L Leape; D W Bates; D J Cullen; J Cooper; H J Demonaco; T Gallivan; R Hallisey; J Ives; N Laird; G Laffel Journal: JAMA Date: 1995-07-05 Impact factor: 56.272
Authors: Carolina J P W Keijsers; Jacobus R B J Brouwers; Dick J de Wildt; Eugene J F M Custers; Olle Th J Ten Cate; Ankie C M Hazen; Paul A F Jansen Journal: Br J Clin Pharmacol Date: 2014-10 Impact factor: 4.335