Abstract
Introduction. Obtaining an accurate medication history is central to preventing medication errors and forms the basis for
clinical decision making. However, sound medication history taking skills and the required communication skills have been
found to be lacking or poorly developed in health professionals and students.
Aims. This review aimed to examine the effectiveness of various education interventions in teaching medication history
taking skills.
Methods. MEDLINE, EMBASE, CINAHL and International Pharmaceutical Abstracts (IPA) were systematically searched up to
April 2016 according to the PRISMA guidelines. Included studies focused on educational interventions designed to teach
medication history taking skills and had at least one outcome measure for evaluation of the intervention.
Results. Sixteen studies met the inclusion criteria. Various methods of teaching and assessment were used in different
educational interventions. Educational interventions included didactic methods, interactive workshops, self-instructional
modules, patient simulation and real-life medication history interviewing with patients.
Discussion. Experiential learning demonstrated the most favourable results followed by simulation. Interventions which used
purely didactic teaching methods found statistically insignificant or unfavourable results. Overall, this review found that
teaching and assessment methods of learners that were constructively aligned achieved better learning outcomes.
Oral presentation
clinical decision making. However, sound medication history taking skills and the required communication skills have been
found to be lacking or poorly developed in health professionals and students.
Aims. This review aimed to examine the effectiveness of various education interventions in teaching medication history
taking skills.
Methods. MEDLINE, EMBASE, CINAHL and International Pharmaceutical Abstracts (IPA) were systematically searched up to
April 2016 according to the PRISMA guidelines. Included studies focused on educational interventions designed to teach
medication history taking skills and had at least one outcome measure for evaluation of the intervention.
Results. Sixteen studies met the inclusion criteria. Various methods of teaching and assessment were used in different
educational interventions. Educational interventions included didactic methods, interactive workshops, self-instructional
modules, patient simulation and real-life medication history interviewing with patients.
Discussion. Experiential learning demonstrated the most favourable results followed by simulation. Interventions which used
purely didactic teaching methods found statistically insignificant or unfavourable results. Overall, this review found that
teaching and assessment methods of learners that were constructively aligned achieved better learning outcomes.
Oral presentation
| Original language | English |
|---|---|
| Publication status | Published - 2016 |
| Externally published | Yes |
| Event | Australasian Pharmaceutical Science Association (APSA) Annual Conference 2016 - Sydney, Australia Duration: 2 Dec 2016 → 5 Dec 2016 http://apsa-online.org/conferences.html |
Conference
| Conference | Australasian Pharmaceutical Science Association (APSA) Annual Conference 2016 |
|---|---|
| Abbreviated title | APSA |
| Country/Territory | Australia |
| City | Sydney |
| Period | 2/12/16 → 5/12/16 |
| Internet address |