Pharmacy Students Teaching Prescription Writing and Nonprescription Product Selection to Medical Students

Abstract

Objective. To measure the impact of an interprofessional education intervention in which pharmacy students provided education to medical students. Methods. In a required workshop, fourth-year pharmacy students taught second-year medical students the basics of prescription writing. In a subsequent selective education session, the pharmacy students led a case-based discussion on nonprescription drug use for third-year medical students on their family medicine rotation. The pharmacy students were surveyed in regards to confidence in teaching abilities before and after the prescription writing workshop and the medical students were surveyed in regards to confidence with activity and teaching effectivess prior to and after the completion of the workshop or selective. Results. At the end of the workshop, second-year medical students were more confident in their abilities to write prescriptions and fourth-year pharmacy students were more confident in their ability to teach prescription writing. Based on survey responses, the second-year medical students and fourth-year pharmacy students were confident in the learning environment effectiveness throughout the activity. After participating in the selective education session, third-year medical students were more confident in their ability to access resources on nonprescription drugs and in making recommendations to and counseling patients regarding nonprescription drug use. Conclusion. The perception is that pharmacy students can be effective interprofessional educators for medical students on key aspects of the medical curriculum.