Identifying competencies required for medication prescribing for general practice residents: a nominal group technique study.Report as inadecuate




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* Corresponding author 1 UMR-INSERM 1027 2 Département Universitaire de Médecine Générale 3 Department of Family Medecine

Abstract : Background:Teaching of medication prescribing is a specific challenge in general practice curriculum. The aim ofthis study was to identify and rank the competencies required for prescribing medication for general practiceresidents in France.Methods:Qualitative consensus study using the nominal group technique. We invited different stakeholders of thegeneral practice curriculum and medication use in primary care to a series of meetings. The nominal grouptechnique allowed for the quick development of a list of consensual and ranked answers to the following question:-At the end of their general practice curriculum, in terms of medication prescribing, what should residents be ableto do?-.Results:Four meetings were held that involved a total of 31 participants, enabling the creation of a final list of 29ranked items, grouped in 4 domains. The four domains identified were‘pharmacology’,‘regulatory standards’,‘therapeutics’, and‘communication both with patients and healthcare professionals’. Overall, the five items themost highly valued across the four meetings were:‘write a legible and understandable prescription’,‘identifyspecific populations’,‘prescribe the doses and durations following the indication’,‘explain a lack of medicationprescription to the patient’,‘decline inappropriate medication request’. The‘communication skills’domain was thedomain with the highest number of items 10 items, and with the most highly-valued items.Conclusion:The study results suggest a need for developing general practice residents’communication skillsregarding medication prescribing.





Author: Jean-Pascal Fournier - Brigitte Escourrou - Julie Dupouy - Michel Bismuth - Jordan Birebent - Rachel Simmons - Jean-Christophe Po

Source: https://hal.archives-ouvertes.fr/



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