Undergraduate medical students' reasoning with regard to the prescribing process.
When final year medical students reporting poor prescribing confidence were tested, key prescribing weaknesses emerged. This study aimed to characterize student variability in both the experience of and cognitive levels displayed during prescribing. Blooms Taxonomy cognitive categories were assigned...
| Publicado en: | South African Journal of Higher Education Vol. 21; no. 5; pp. 455 - 468 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sabinet Online Limited
2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=32080468&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 32080468 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2007 vid: 21 iid: 5 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 32080468 ppf: 455 ppct: 13 formats: tig: atl: Undergraduate medical students' reasoning with regard to the prescribing process. aug: au: Harries, C. S. Botha, J. affil: Department of Therapeutics and Medicines Management, Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa su: Evaluation research Undergraduates Medical students Reasoning -- Testing Prescription (Law) Limitation of actions Phenomenological sociology sug: subj: Evaluation research Undergraduates Medical students Reasoning -- Testing Prescription (Law) Limitation of actions Phenomenological sociology ab: When final year medical students reporting poor prescribing confidence were tested, key prescribing weaknesses emerged. This study aimed to characterize student variability in both the experience of and cognitive levels displayed during prescribing. Blooms Taxonomy cognitive categories were assigned to each question of a student test measuring prescribing ability. For the true/false questions, students scored highest within the lowest two cognitive categories. Results were lower for mid-ranging abilities and were lowest for the highest ranking category, 'evaluation'. For short-answer questions, the lowest and highest ranked cognitive categories produced the best (36.9%) and worst (16.6%) average results respectively. The qualitative data, gathered from student interviews with paper case treatment decisions, revealed prescribing reasoning predominating at different Bloom levels. Phenomenographic analysis exposed different shifts in prescribing conceptions, developing from the mechanistic use of medicines to considering the patient more holistically. This understanding will assist the guiding of students toward more mature prescribing conceptions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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