RESUMO
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.
Assuntos
Atitude do Pessoal de Saúde , Prescrições de Medicamentos/estatística & dados numéricos , Educação Médica Continuada/organização & administração , Médicos de Família , Padrões de Prática Médica/estatística & dados numéricos , Análise de Variância , Distribuição de Qui-Quadrado , Países em Desenvolvimento , Uso de Medicamentos/estatística & dados numéricos , Grupos Focais , Reforma dos Serviços de Saúde , Conhecimentos, Atitudes e Prática em Saúde , Mau Uso de Serviços de Saúde/estatística & dados numéricos , Humanos , Irã (Geográfico) , Avaliação das Necessidades , Seleção de Pacientes , Médicos de Família/educação , Médicos de Família/organização & administração , Médicos de Família/psicologia , Guias de Prática Clínica como Assunto , Avaliação de Programas e Projetos de SaúdeRESUMO
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
Assuntos
Médicos , Prescrições , Guias de Prática Clínica como Assunto , Grupos FocaisRESUMO
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.
Assuntos
Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/organização & administração , Docentes de Enfermagem/organização & administração , Avaliação das Necessidades/organização & administração , Aprendizagem Baseada em Problemas/organização & administração , Adulto , Comportamento Cooperativo , Currículo , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Relações Interprofissionais , Irã (Geográfico) , Masculino , Pessoa de Meia-Idade , Motivação , Papel do Profissional de Enfermagem , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Competência Profissional , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários , Ensino/organização & administraçãoRESUMO
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
