Premium
A comparison of medical and pharmacy students' knowledge and skills of pharmacology and pharmacotherapy
Author(s) -
Keijsers Carolina J. P. W.,
Brouwers Jacobus R. B. J.,
Wildt Dick J.,
Custers Eugene J. F. M.,
ten Cate Olle Th J.,
Hazen Ankie C. M.,
Jansen Paul A. F.
Publication year - 2014
Publication title -
british journal of clinical pharmacology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.216
H-Index - 146
eISSN - 1365-2125
pISSN - 0306-5251
DOI - 10.1111/bcp.12396
Subject(s) - pharmacy , medical prescription , medicine , pharmacotherapy , clinical pharmacology , medical education , pharmacology , pharmacodynamics , family medicine , pharmacokinetics , nursing
Aim Pharmacotherapy might be improved if future pharmacists and physicians receive a joint educational programme in pharmacology and pharmacotherapeutics. This study investigated whether there are differences in the pharmacology and pharmacotherapy knowledge and skills of pharmacy and medical students after their undergraduate training. Differences could serve as a starting point from which to develop joint interdisciplinary educational programmes for better prescribing. Methods In a cross‐sectional design, the knowledge and skills of advanced pharmacy and medical students were assessed, using a standardized test with three domains (basic pharmacology knowledge, clinical or applied pharmacology knowledge and pharmacotherapy skills) and eight subdomains (pharmacodynamics, pharmacokinetics, interactions and side‐effects, A natomical T herapeutic C hemical C lassification groups, prescribing, prescribing for special groups, drug information, regulations and laws, prescription writing). Results Four hundred and fifty‐one medical and 151 pharmacy students were included between A ugust 2010 and J uly 2012. The response rate was 81%. Pharmacy students had better knowledge of basic pharmacology than medical students (77.0% vs . 68.2% correct answers; P < 0.001, δ = 0.88), whereas medical students had better skills than pharmacy students in writing prescriptions (68.6% vs . 50.7%; P < 0.001, δ = 0.57). The two groups of students had similar knowledge of applied pharmacology (73.8% vs . 72.2%, P = 0.124, δ = 0.15). Conclusions Pharmacy students have better knowledge of basic pharmacology, but not of the application of pharmacology knowledge, than medical students, whereas medical students are better at writing prescriptions. Professional differences in knowledge and skills therefore might well stem from their undergraduate education. Knowledge of these differences could be harnessed to develop a joint interdisciplinary education for both students and professionals.