RESUMEN
This study assessed the effect of an educational intervention (interactive group discussion) on the prescribing behaviour of 51 general physicians from the north-west of Tabriz. Prescriptions were analysed pre-intervention and post-intervention (control and intervention groups) using a proforma with 8 indicators of correct prescribing. The mean number of drugs per prescription pre-intervention was 3.82. The percentage of prescriptions with antibiotics, corticosteroids and injections were 40.8%, 25.9% and 58.0%, respectively. Following the intervention there were slight but not significant changes in the indicators in both intervention and control groups compared with pre-intervention results.
Asunto(s)
Actitud del Personal de Salud , Prescripciones de Medicamentos/estadística & datos numéricos , Educación Médica Continua/organización & administración , Médicos de Familia , Pautas de la Práctica en Medicina/estadística & datos numéricos , Análisis de Varianza , Distribución de Chi-Cuadrado , Países en Desarrollo , Utilización de Medicamentos/estadística & datos numéricos , Grupos Focales , Reforma de la Atención de Salud , Conocimientos, Actitudes y Práctica en Salud , Mal Uso de los Servicios de Salud/estadística & datos numéricos , Humanos , Irán , Evaluación de Necesidades , Selección de Paciente , Médicos de Familia/educación , Médicos de Familia/organización & administración , Médicos de Familia/psicología , Guías de Práctica Clínica como Asunto , Evaluación de Programas y Proyectos de SaludRESUMEN
This study assessed the effect of an educational intervention [interactive group discussion] on the prescribing behaviour of 51 general physicians from the north-west of Tabriz. Prescriptions were analysed pre-intervention and post-intervention [control and intervention groups] using a proforma with 8 indicators of correct prescribing. The mean number of drugs per prescription pre-intervention was 3.82. The percentage of prescriptions with antibiotics, corticosteroids and injections were 40.8%, 25.9% and 58.0%, respectively. Following the intervention there were slight but not significant changes in the indicators in both intervention and control groups compared with pre-intervention results
Asunto(s)
Médicos , Prescripciones , Guías de Práctica Clínica como Asunto , Grupos FocalesRESUMEN
We investigated the opinions of all 53 lecturers in the nursing faculty of Tabriz University of Medical Sciences about barriers to implementation of problem-based learning (PBL). A 13-item questionnaire was used which included questions on number and preparedness of students and lecturers, educational space and course content. We found that 95% of the respondents believed that the most important barrier was the students' lack of knowledge and skills in group work and active interaction; 94% also believed that the change in their role from lecturer to facilitator would not reduce their motivation but it could be a potential barrier. The majority (98%) indicated that the cost of implementation and maintenance of PBL, too many students and a shortage of lecturers competent in PBL were among the barriers that needed to be considered.
Asunto(s)
Actitud del Personal de Salud , Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/organización & administración , Evaluación de Necesidades/organización & administración , Aprendizaje Basado en Problemas/organización & administración , Adulto , Conducta Cooperativa , Curriculum , Femenino , Conocimientos, Actitudes y Práctica en Salud , Humanos , Relaciones Interprofesionales , Irán , Masculino , Persona de Mediana Edad , Motivación , Rol de la Enfermera , Investigación en Educación de Enfermería , Investigación Metodológica en Enfermería , Competencia Profesional , Desarrollo de Programa , Evaluación de Programas y Proyectos de Salud , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Enseñanza/organización & administraciónRESUMEN
We investigated the opinions of all 53 lecturers in the nursing faculty of Tabriz University of Medical Sciences about barriers to implementation of problem-based learning [PBL]. A 13-item questionnaire was used which included questions on number and preparedness of students and lecturers, educational space and course content. We found that 95% of the respondents believed that the most important barrier was the students' lack of knowledge and skills in group work and active interaction; 94% also believed that the change in their role from lecturer to facilitator would not reduce their motivation but it could be a potential barrier. The majority [98%] indicated that the cost of implementation and maintenance of PBL, too many students and a shortage of lecturers competent in PBL were among the barriers that needed to be considered