Pharmacist Peer-Led Teaching Enhances Medical Undergraduate Prescribing: A Mixed-Methods Study

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-09-09 DOI:10.1111/tct.70192

Zain Mohammed, Mohammed Sarwar Shah, Imtanaan Abbas, Nabeel Hussain, Shehzar Shah, Saira Chowdry, Shyam Balasubramanian, Kate Owen

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引用次数: 0

Abstract

Background

Prescribing is a high-stakes clinical task where newly qualified doctors frequently report low confidence, with national data highlighting persistent error rates. Medical schools face logistical and staffing barriers in delivering high-quality, simulation-based prescribing education. Peer-led, interprofessional teaching, particularly by pharmacists, may offer a scalable solution in this context.

Approach

This is the first study to evaluate pharmacist peer-led prescribing education using a mixed-methods framework. We designed and implemented a pharmacist peer-led prescribing programme for final-year medical students at Warwick Medical School. Peer tutors were final-year medical students with pharmacy backgrounds. Participants were recruited from the final year cohort (n = 74) and were split randomly across two groups, receiving teaching in a crossover format at different intervals. Teaching focused on calculations, high-risk drugs and prescribing in clinical scenarios. Mixed-methods evaluation included simulated assessments, confidence questionnaires, national PSA performance and semi-structured interviews. Quantitative data were analysed using non-parametric tests, and qualitative data were thematically analysed using Braun and Clarke's framework.

Evaluation

Seventy-four students participated. Simulated prescribing assessment scores significantly improved within both groups (p < 0.001), with large effect sizes and strong domain-level gains (e.g., calculations +38.1%, data interpretation +37.2%). PSA scores and pass rates were higher among participants. Confidence improved across all domains (p < 0.001). Thematic analysis revealed four key enablers: specialist peer insights, interactive delivery, psychological safety and curriculum alignment.

Implications

This novel pharmacist-led, peer-teaching model improved prescribing skills, confidence and interprofessional awareness. Now adopted locally and nationally, it offers a transferable, low-cost framework for embedding peer-led simulation into prescribing education.

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药剂师同行主导的教学提高医学本科处方：一项混合方法研究

处方是一项高风险的临床任务，新获得资格的医生经常报告信心不足，国家数据突出了持续的错误率。医学院在提供高质量、基于模拟的处方教育方面面临后勤和人员配备方面的障碍。在这种情况下，同行领导的跨专业教学，特别是药剂师的教学，可能提供一个可扩展的解决方案。这是第一个使用混合方法框架评估药剂师同行主导的处方教育的研究。我们为华威医学院（Warwick medical School）最后一年的医学生设计并实施了一个药剂师同行主导的处方项目。同侪导师是具有药学背景的医学院最后一年级学生。参与者从最后一年的队列中招募（n = 74），并随机分为两组，在不同的时间间隔接受交叉教学。教学重点是计算、高危药物和临床处方。混合方法评估包括模拟评估、信心问卷、国家PSA绩效和半结构化访谈。定量数据采用非参数检验进行分析，定性数据采用Braun和Clarke的框架进行主题分析。74名学生参与。模拟处方评估得分在两组中均显著提高（p < 0.001），具有较大的效应量和强大的领域水平增益（例如，计算+38.1%，数据解释+37.2%）。参与者的PSA分数和通过率更高。所有领域的信心都有所提高（p < 0.001）。专题分析揭示了四个关键的推动因素：专业的同伴洞察、互动传递、心理安全和课程一致性。这一新的药剂师主导的同行教学模式提高了处方技能，信心和跨专业意识。现在，它在地方和全国范围内被采用，它提供了一个可转移的、低成本的框架，将同行主导的模拟嵌入到处方教育中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.