title: Assessing prescription writing skills of pre-clerkship medical students in a problem-based learning curriculum.
abstract: OBJECTIVE
  To audit the acquisition of prescribing skills of pre-clerkship medical students in a problem-based learning (PBL) curriculum that incorporates a prescribing program.
  
  
  METHODS
  Student performance in pharmacotherapy stations included in six out of eight end-of-unit-objective structured practical examinations (OSPE) was evaluated using a rating checklist.
  
  
  RESULTS
  Prescription writing skills of 539 students (66.2% female and 33.8% male) were appraised. With the exception of refill element, the other physician-related components including prescriber's identity, date of prescription order, patient's identity, the symbol Rx "Take Thou", and prescriber's signature were written by 96.1% of the students (95% confidence interval (CI) 94.1 - 97.5). However, the drug-related components such as the appropriateness of drug(s) selected, strength, dosage form, quantity to be dispensed and directions for use were written satisfactorily by 50.2% of the students (95% CI 46.0 - 54.4). With respect to prescribing skills, the mean total score of Year 4 students did not significantly differ from that of Year 2 (69.4 (CI 65.7 - 73.1) vs. 66.3 (CI 62.7 to 69.9); p = 0.237). However, the mean scores of individual drug-related components such as appropriateness of drug(s) selected, dosage form, and direction for use were significantly higher in Year 4 than that of Year 2 students (p < 0.05). Of 381 rationally prescribed drugs, 81.1% were written with generic names.
  
  
  CONCLUSIONS
  This study revealed that the students acquire prescribing skills to a limited extent during the pre-clerkship phase in a PBL program. Prescribing errors and deficits were found to be mainly associated with drug-related components. Further training and assessment of prescribing skills during the clerkship and internship period are needed to achieve mastery of this skill as a terminal competency of graduating physicians.
authors.affiliation: Department of Pharmacology and Therapeutics, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
authors.forename: K A J
authors.initials: KA
authors.lastname: Al Khaja
authors.forename: S S
authors.initials: SS
authors.lastname: Handu
authors.forename: H
authors.initials: H
authors.lastname: James
authors.forename: V S
authors.initials: VS
authors.lastname: Mathur
authors.forename: R P
authors.initials: RP
authors.lastname: Sequeira
mesh_terms: D001445:Bahrain; D011307:Drug Prescriptions; D004504:Education, Medical, Undergraduate; D004512:Education, Pharmacy; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D018794:Problem-Based Learning; D012577:Schools, Medical; D013337:Students, Medical