Differences in Prescribing Errors Between Electronic Prescribing and Traditional Prescribing among Medical Students: a randomized pilot study Article Swipe
Samir El Abdouni
,
Laura Kalfsvel
,
Wim J. R. Rietdijk
,
P.H.M. van der Kuy
,
Floor van Rosse
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.22541/au.170063290.01826131/v1
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.22541/au.170063290.01826131/v1
Aims This randomized controlled pilot study aimed to assess the differences in the frequency, type, and severity of prescribing errors made by medical students when assessed in an electronic prescribing system (EPS) compared to traditional prescribing methods (e.g., writing/typing out a prescription). Methods Fourth year medical students in the period of November 1st to July 31st, 2023, were asked to participate in this single center prospective, randomized, controlled intervention study. Participants performed a prescribing assessment in either an EPS (intervention group) or in a more traditional prescribing platform (control group). The prescriptions were checked for errors, graded, and categorized. Differences in prescribing errors, error categories, and severity were analyzed. Results Out of 334 students, 84 participated in the study. Nearly all participants (98.8%) made one or more prescribing errors, primarily involving inadequate information errors. In the intervention group, more participants made prescribing errors involving the prescribed amount (71.4% vs. 19.0%; P<0.01), but fewer involving administrative errors (2.4% vs. 19.0%; P=0.03). Prescribing-method-specific errors were identified in 4.8% and 40.5% of the intervention and control group, respectively, with significant differences in overlapping errors as well. Conclusions This study shows the importance of training electronic prescribing (e-prescribing) competencies in medical curricula, in addition to traditional prescribing methods. It identifies prescribing-method-specific prescribing errors and emphasizes the need for further research to define e-prescribing competencies. Additionally, the need for an accessible real-life-like e-prescribing environment tailored to educators and students is essential for effective learning and incorporation of e-prescribing into medical curricula.
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Metadata
- Type
- preprint
- Language
- en
- Landing Page
- https://doi.org/10.22541/au.170063290.01826131/v1
- https://www.authorea.com/doi/pdf/10.22541/au.170063290.01826131
- OA Status
- gold
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4388911589
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4388911589Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.22541/au.170063290.01826131/v1Digital Object Identifier
- Title
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Differences in Prescribing Errors Between Electronic Prescribing and Traditional Prescribing among Medical Students: a randomized pilot studyWork title
- Type
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preprintOpenAlex work type
- Language
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enPrimary language
- Publication year
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2023Year of publication
- Publication date
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2023-11-22Full publication date if available
- Authors
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Samir El Abdouni, Laura Kalfsvel, Wim J. R. Rietdijk, P.H.M. van der Kuy, Floor van RosseList of authors in order
- Landing page
-
https://doi.org/10.22541/au.170063290.01826131/v1Publisher landing page
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https://www.authorea.com/doi/pdf/10.22541/au.170063290.01826131Direct link to full text PDF
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
- OA URL
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https://www.authorea.com/doi/pdf/10.22541/au.170063290.01826131Direct OA link when available
- Concepts
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Medical prescription, Medicine, Electronic prescribing, Intervention (counseling), Randomized controlled trial, Family medicine, Curriculum, Pharmacy, Nursing, Psychology, Pedagogy, SurgeryTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.severity | 16, 106 |
| abstract_inverted_index.students | 23, 46, 233 |
| abstract_inverted_index.tailored | 229 |
| abstract_inverted_index.training | 190 |
| abstract_inverted_index.analyzed. | 108 |
| abstract_inverted_index.educators | 231 |
| abstract_inverted_index.effective | 237 |
| abstract_inverted_index.essential | 235 |
| abstract_inverted_index.involving | 130, 143, 153 |
| abstract_inverted_index.performed | 71 |
| abstract_inverted_index.primarily | 129 |
| abstract_inverted_index.students, | 113 |
| abstract_inverted_index.accessible | 225 |
| abstract_inverted_index.assessment | 74 |
| abstract_inverted_index.controlled | 3, 67 |
| abstract_inverted_index.curricula, | 197 |
| abstract_inverted_index.curricula. | 245 |
| abstract_inverted_index.electronic | 28, 191 |
| abstract_inverted_index.emphasizes | 210 |
| abstract_inverted_index.frequency, | 13 |
| abstract_inverted_index.identified | 163 |
| abstract_inverted_index.identifies | 205 |
| abstract_inverted_index.importance | 188 |
| abstract_inverted_index.inadequate | 131 |
| abstract_inverted_index.prescribed | 145 |
| abstract_inverted_index.randomized | 2 |
| abstract_inverted_index.Conclusions | 183 |
| abstract_inverted_index.Differences | 99 |
| abstract_inverted_index.P<0.01), | 150 |
| abstract_inverted_index.categories, | 104 |
| abstract_inverted_index.differences | 10, 177 |
| abstract_inverted_index.environment | 228 |
| abstract_inverted_index.information | 132 |
| abstract_inverted_index.overlapping | 179 |
| abstract_inverted_index.participate | 60 |
| abstract_inverted_index.prescribing | 18, 29, 35, 73, 86, 101, 127, 141, 192, 202, 207 |
| abstract_inverted_index.randomized, | 66 |
| abstract_inverted_index.significant | 176 |
| abstract_inverted_index.traditional | 34, 85, 201 |
| abstract_inverted_index.Participants | 70 |
| abstract_inverted_index.categorized. | 98 |
| abstract_inverted_index.competencies | 194 |
| abstract_inverted_index.intervention | 68, 136, 170 |
| abstract_inverted_index.participants | 121, 139 |
| abstract_inverted_index.participated | 115 |
| abstract_inverted_index.prospective, | 65 |
| abstract_inverted_index.(intervention | 79 |
| abstract_inverted_index.Additionally, | 220 |
| abstract_inverted_index.competencies. | 219 |
| abstract_inverted_index.e-prescribing | 218, 227, 242 |
| abstract_inverted_index.incorporation | 240 |
| abstract_inverted_index.prescriptions | 91 |
| abstract_inverted_index.respectively, | 174 |
| abstract_inverted_index.administrative | 154 |
| abstract_inverted_index.prescription). | 41 |
| abstract_inverted_index.real-life-like | 226 |
| abstract_inverted_index.writing/typing | 38 |
| abstract_inverted_index.(e-prescribing) | 193 |
| abstract_inverted_index.Prescribing-method-specific | 160 |
| abstract_inverted_index.prescribing-method-specific | 206 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 5 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.8700000047683716 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.29402273 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |