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 SHORT COMMUNICATION
Year : 2017  |  Volume : 49  |  Issue : 1  |  Page : 102-109

Rational drug therapy education in clinical phase carried out by task-based learning


1 Department of Pharmacology, Medical Faculty, University of Ondokuz Mayıs, Samsun, Turkey
2 Department of Medical Education, Medical Faculty, University of Ondokuz Mayıs, Samsun, Turkey

Correspondence Address:
S Sirri Bilge
Department of Pharmacology, Medical Faculty, University of Ondokuz Mayıs, Samsun
Turkey
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/0253-7613.201009

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Objectives: Irrational drug use results in drug interactions, treatment noncompliance, and drug resistance. Rational pharmacotherapy education is being implemented in many faculties of medicine. Our aim is to introduce rational pharmacotherapy education by clinicians and to evaluate task-based rational drug therapy education in the clinical context. Methods: The Kirkpatrick's evaluation model was used for the evaluation of the program. The participants evaluated the program in terms of constituents of the program, utilization, and contribution to learning. Voluntary participants responded to the evaluation forms after the educational program. Data are evaluated using both quantitative and qualitative tools. SPSS (version 21) used for quantitative data for determining mean and standard deviation values. Descriptive qualitative analysis approach is used for the analysis of open-ended questions. Results: It was revealed that the program and its components have been favorable. A total 95.9% of the students consider the education to be beneficial. Simulated patients practice and personal drug choice/problem-based learning sessions were appreciated by the students in particular. 93.9% of the students stated that all students of medicine should undergo this educational program. Among the five presentations contained in the program, “The Principles of Prescribing” received the highest points (9 ± 1.00) from participating students in general evaluation of the educational program. Conclusion: This study was carried out to improve task-based rational drug therapy education. According to feedback from the students concerning content, method, resource, assessment, and program design; some important changes, especially in number of facilitators and indications, are made in rational pharmacotherapy education in clinical task-based learning program.






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