Medical students' errors in pharmacotherapeutics.
OBJECTIVE
This study analysed the errors made by 16 final-year medical students in a classroom prescribing exercise. The aim was to gain greater understanding of the reasons for non-optimal prescribing and of how to improve basic training in pharmacotherapeutics.


METHODS
The task was to adjust a patient's phenytoin sodium dosage to achieve better control of seizures. It was based on a real-life case, and was presented as a written exercise. Process-tracing and think-aloud techniques were used to study the students' performance.


RESULTS
The results suggest that the root cause of the errors was lack of a knowledge base which integrated scientific knowledge with clinical know-how. Three different clinical reasoning strategies were observed. Students who followed an incremental strategy demonstrated superior scientific knowledge and this resulted in less hazardous errors. Those who followed gambling or backward-reasoning strategies appeared to possess inferior scientific knowledge and this resulted in more hazardous errors.


CONCLUSIONS
The results support current trends towards integrating basic medical science into a foundation of clinical know-how, as in the problem-based curriculum. They also emphasize the importance of a thorough grounding in medical science as a means of minimizing error.
Boreham
N C
NC
School of Education, University of Manchester, Manchester, UK.
Mawer
G E
GE
Foster
R W
RW
D002983:Clinical Competence / Q000592:standards*; D004358:Drug Therapy; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D004739:England; D006801:Humans; D008508:Medication Errors; D016544:Patient Simulation; D013663:Teaching / Q000379:methods