Banca de DEFESA: MARCUS VINICIUS DUTRA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCUS VINICIUS DUTRA DOS SANTOS
DATE: 25/06/2025
TIME: 14:00
LOCAL: meet.google.com/soo-uufg-hwz
TITLE:

EFFICACY OF AN ACTIVE TEACHING METHOD FOR LEARNING HOW TO WRITE MEDICATION PRESCRIPTIONS: A QUASI-EXPERIMENTAL STUDY

KEY WORDS:

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

PAGES: 88
BIG AREA: Ciências da Saúde
AREA: Saúde Coletiva
SUMMARY:

Introduction: The rational use of drugs is essential for patient safety, requiring prescriptions that are clear, legible, and complete. However, the occurrence of nonconformities in prescription writing remains high. In this context, the active method "Teaching Good Practices in Prescription Writing" stands out, grounded in meaningful and peer learning, and supported by the validated QualiPresc instrument for assessing the quality of prescription writing. Objective: The aim of this study was to evaluate the effectiveness of the active method "Teaching Good Practices in Prescription Writing." Methodology: This is a quasi-experimental, pre-post study with a quantitative approach. Forty third-semester medical students from the Multicampi School of Medical Sciences at the Federal University of Rio Grande do Norte, Brazil, enrolled in the module MDM4007 – Pain, participated in the study. The intervention was applied in eight stages, involving individual and group activities, group discussions, feedback, and reapplication of simulated clinical cases. Data collection was carried out at three time points: pre-intervention, immediate post-intervention, and late follow-up (fifteen days later). Prescriptions were evaluated using the QualiPresc instrument, and data were analyzed using non-parametric statistical tests (Friedman, Kruskal-Wallis, and Cochran), with a five percent significance level. Results and discussion: Significant improvement was observed in indicators such as “date of birth,” “allergy record,” “pharmaceutical form,” “route of administration,” and “non-pharmacological recommendations.” The average score increased from seventy-three point forty-seven (pre-test) to ninety-five point thirty-four (post-test), remaining at eighty-seven point eighty at follow-up (p < 0.001), indicating a positive impact and partial retention of learning. Variables such as “prescriber identification” and “dose” did not show statistically significant changes. Group prescriptions demonstrated homogeneous performance across groups. Conclusions: The proposed active method proved effective in improving the quality of prescription writing by medical students, promoting improvements in key aspects of clinical practice. The impact was partially maintained in the late follow-up, suggesting learning retention. The method appears promising as an educational strategy for medical training, contributing to patient safety and responsible clinical practice.

COMMITTEE MEMBERS:
Presidente - 1803442 - ALMARIA MARIZ BATISTA
Interna - 2166798 - ADALA NAYANA DE SOUSA MATA
Interno - 3143237 - RAPHAEL RANIERE DE OLIVEIRA COSTA
Externo à Instituição - R0DRIGO GUIMARÃES DOS SANTOS ALMEIDA