Banca de QUALIFICAÇÃO: MARCUS VINICIUS DUTRA DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCUS VINICIUS DUTRA DOS SANTOS
DATE: 07/05/2025
TIME: 14:00
LOCAL: meet.google.com/xwy-agxx-tqu
TITLE:

EFFICACY OF AN ACTIVE TEACHING METHOD FOR LEARNING HOW TO WRITE DRUGS PRESCRIPTION: A PILOT STUDY

KEY WORDS:

Drug prescriptions; Writing; Problem-based learning; Segurança do paciente; Medical education.

PAGES: 65
BIG AREA: Ciências da Saúde
AREA: Saúde Coletiva
SUMMARY:

Introduction: The rational use of drugs is essential for patient safety, which requires clear, legible and complete prescriptions. However, the occurrence of non-conformities in writing prescriptions remains high. In this context, the active method “Teaching Good Practices for Writing Prescriptions” stands out, based on meaningful and peer-to-peer learning and the validated QualiPresc instrument for assessing the quality of prescription writing. Objective: To evaluate the effectiveness of this method in improving prescription writing skills among medical students. Methodology: This is a quasi-experimental pre-post intervention study with a quantitative approach. A total of 40 third-semester medical students from the Escola Multicampi de Ciências Médicas da Universidade Federal do Rio Grande do Norte, Brasil, enrolled in the MDM4007 – Pain module, participated in the study. The intervention consisted of eight stages, including individual and group activities, discussions, feedback, and simulated clinical case applications. Data were collected at three time points: pre-intervention, immediate post-intervention, and 15-day follow-up. Prescriptions were assessed using the QualiPresc tool, and data were analyzed using non-parametric statistical tests (Friedman, Kruskal-Wallis, and Cochran), with a 5% significance level. Results: The results showed significant improvement in most individual prescription indicators, such as “date of birth,” “allergy record,” “pharmaceutical form,” “route of administration,” and “non-pharmacological recommendations.” The overall average score increased from 73.47 in the pre-test to 95.34 in the immediate post-test, maintaining 87.80 at follow-up (p < 0.001), indicating a positive impact and partial retention of learning. Some variables, such as “prescriber identification” and “dose,” showed no significant differences. In collective prescriptions, no statistical differences were found between groups, indicating homogeneous performance. The instrument's reliability was classified as questionable to acceptable (Cronbach's alpha between 0.56 and 0.71). Conclusions: The proposed active method proved effective in improving medical students’ prescription writing skills, leading to significant improvements in key aspects of practice. The impact was partially sustained over time, suggesting retention of learning. The method is promising as an educational strategy in medical training, contributing to patient safety and responsible clinical practice.

COMMITTEE MEMBERS:
Presidente - 1803442 - ALMARIA MARIZ BATISTA
Interno - 1348383 - GEORGE DANTAS DE AZEVEDO
Interno - 3143237 - RAPHAEL RANIERE DE OLIVEIRA COSTA
Externo à Instituição - R0DRIGO GUIMARÃES DOS SANTOS ALMEIDA - USP