scholarly journals A Qualitative Study Exploring the Role of Pharmacists in Medical Student Training for the Prescribing Safety Assessment

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 87 ◽  
Author(s):  
Fay Al-Kudhairi ◽  
Reem Kayyali ◽  
Vilius Savickas ◽  
Neel Sharma
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Safety Assessment ◽  
Medical Training ◽  
Educational Practice ◽  
Education And Training ◽  
Added Value ◽  
Student Training ◽  
The Uk ◽  
And Training

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). One hundred and seventy-nine prospective participants from UK hospitals and education and training boards were emailed an interview schedule aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received via email were thematically-analysed. A total of 27 hospital pharmacists and 3 pharmacists from local education and training boards participated in the interviews. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns regarding resource availability and the need for formal educational practice mentoring. Despite a low response rate (17%), this research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefits from having a pharmacist skill mix when teaching safe prescribing.

scholarly journals Exploring the Role of Pharmacists in Medical Student Training for the Prescribing Safety Assessment

2018 ◽  
Author(s):  
Fay Al-Kudhairi ◽  
Reem Kayyali ◽  
Vilius Savickas ◽  
Neel Sharma
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Safety Assessment ◽  
Medical Training ◽  
Educational Practice ◽  
Added Value ◽  
Prescribing Practice ◽  
Student Training ◽  
The Uk ◽  
Study Participants

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). Study participants were emailed a qualitative questionnaire aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received were thematically-analysed. A total of 27 UK hospital pharmacists and 3 pharmacists from local education and training boards completed the questionnaire. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns in relation to resource availability and the need for formal educational practice mentoring. This research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefit from pharmacist skill mix in teaching safe prescribing.

scholarly journals The Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 431-433 ◽  
Author(s):  
Nick Brown
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training ◽  
Practice Education

The Postgraduate Education and Training Board (PMETB) was established by the General and Specialist Medical Practice (Education and Qualifications) Order, approved by parliament on 4 April 2003 to develop a single, unifying framework for postgraduate medical education and training across the UK. The Order placed a duty on the Board to establish, maintain and develop standards and requirements relating to all aspects of postgraduate medical education and training in the UK.

Modernising dental careers: a personal perspective

2006 ◽  
Vol 88 (4) ◽  
pp. 124-124 ◽  
Author(s):  
Chris Franklin
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Education And Training ◽  
Personal Perspective ◽  
Postgraduate Medical Training ◽  
Medical Careers ◽  
Medical Education And Training ◽  
And Training ◽  
The Way

Many of you will know that Modernising Medical Careers (MMC) is well under way. The Postgraduate Medical Education and Training Board (PMETB) is also well established and is changing the way postgraduate medical training is run and assessed. PMETB guidance is already having an influence on dental training at deanery level. The GDC has approved the specialist list review and some of the recommendations mirror those of PMETB.

scholarly journals Are We Neglecting Nutrition in UK Medical Training? A Quantitative Analysis of Nutrition-Related Education in Postgraduate Medical Training Curriculums

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 957
Author(s):  
Laura Ganis ◽  
Tatiana Christides
Keyword(s):  
Nutrition Education ◽  
Medical Training ◽  
General Medical Council ◽  
Education And Training ◽  
Learning Objectives ◽  
Medical Council ◽  
Postgraduate Medical Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

Suboptimal nutrition is a major cause of morbidity and mortality in the United Kingdom (UK). Although patients cite physicians as trusted information sources on diet and weight loss, studies suggest that the management of nutrition-related disorders is hindered by insufficient medical education and training. Objectives of this study were to: (1) Quantify nutrition-related learning objectives (NLOs) in UK postgraduate medical training curriculums and assess variation across specialties; (2) assess inclusion of nutrition-related modules; (3) assess the extent to which NLOs are knowledge-, skill-, or behaviour-based, and in which Good Medical Practice (GMP) Domain(s) they fall. 43 current postgraduate curriculums, approved by the General Medical Council (GMC) and representing a spectrum of patient-facing training pathways in the UK, were included. NLOs were identified using four keywords: ‘nutrition’, ‘diet’, ‘obesity’, and ‘lifestyle’. Where a keyword was used in a titled section followed by a number of objectives, this was designated as a ‘module’. Where possible, NLOs were coded with the information to address objective 3. A median of 15 NLOs (mean 24) were identified per curriculum. Eleven specialties (25.6%) had five or less NLOs identified, including General Practice. Surgical curriculums had a higher number of NLOs compared with medical (median 30 and 8.5, respectively), as well as a higher inclusion rate of nutrition-related modules (100% of curriculums versus 34.4%, respectively). 52.9% of NLOs were knowledge-based, 34.9% skill-based, and 12.2% behaviour-based. The most common GMP Domain assigned to NLOs was Domain 1: Knowledge, Skills and Performance (53.0%), followed by Domain 2: Safety and Quality (20.6%), 3: Communication, Partnership and Teamwork (18.7%), and 4: Maintaining Trust (7.7%). This study demonstrates considerable variability in the number of nutrition-related learning objectives in UK postgraduate medical training. As insufficient nutrition education and training may underlie inadequate doctor-patient discussions, the results of this analysis suggest a need for further evaluation of nutrition-related competencies in postgraduate training.

Postgraduate Medical Education and Training Board

2009 ◽  
Vol 91 (2) ◽  
pp. 62-63
Author(s):  
Paul Streets
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Postgraduate Medical Education ◽  
Education And Training ◽  
Legal Responsibility ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

The Postgraduate Medical Education and Training Board (PMETB) is a statutory organisation with legal responsibility for establishing and securing standards of postgraduate medical education and training in the UK and the development and promotion of this training. Its programme of work includes the quality assurance of medical education and training and certifying doctors for entry to the specialist and GP registers. It began work in September 2005.

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