title: The Effect of an Interactive Tutorial on the Prescribing Performance of Senior Medical Students.
abstract: OBJECTIVE
  To evaluate the effectiveness of small group tutorials in teaching senior medical students the requirements of prescription writing.
  
  
  METHODS
  Random allocation to interactive tutorial or didactic lecture with blinded evaluation.
  
  
  METHODS
  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=0.041 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.
  
  
  CONCLUSIONS
  A single, one-hour interactive tutorial is likely to be the minimum amount of intervention that will be effective in improving prescribing skills.
authors.affiliation: a Medical Education Unit The University of Adelaide anne.tonkin@adelaide.edu.au.
authors.forename: Anne L
authors.initials: AL
authors.lastname: Tonkin
authors.affiliation: a Medical Education Unit The University of Adelaide anne.tonkin@adelaide.edu.au.
authors.forename: David
authors.initials: D
authors.lastname: Taverner
authors.affiliation: a Medical Education Unit The University of Adelaide anne.tonkin@adelaide.edu.au.
authors.forename: Jenny
authors.initials: J
authors.lastname: Latte
authors.affiliation: a Medical Education Unit The University of Adelaide anne.tonkin@adelaide.edu.au.
authors.forename: Christopher
authors.initials: C
authors.lastname: Doecke