Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/36320
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dc.contributor.authorTonkin, A.en
dc.contributor.authorTaverner, D.en
dc.contributor.authorLatte, G.en
dc.contributor.authorDoecke, C.en
dc.date.issued2006en
dc.identifier.citationMedical Education Online, 2006; 11(9):1-6en
dc.identifier.issn1087-2981en
dc.identifier.urihttp://hdl.handle.net/2440/36320-
dc.description.abstractObjectives: To evaluate the effectiveness of small group tutorials in teaching senior medical students the requirements of prescription writing. Design: Random allocation to interactive tutorial or didactic lecture with blinded evaluation. Subjects: All 1999 6th year medical students, the University of Adelaide. Results: The Tutorial Attenders (mean 13.3, SD 2.6) performed significantly better than the Lecture Group (mean12.2, SD 3.0) p=0.041 and the Non-attenders (mean10.7, SD 3.1) p=<0.001. The 13 individual OSCE items formed four logical subgroups, and the Tutorial Attenders performed significantly better in Prescription Writing in all comparisons. Conclusion: A single, one-hour interactive tutorial is likely to be the minimum amount of intervention that will be effective in improving prescribing skills.en
dc.description.statementofresponsibilityAnne L Tonkin, David Taverner, Jenny Latte, Christopher Doeckeen
dc.format.extent274833 bytesen
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherMedical Education Onlineen
dc.rights©Authorsen
dc.source.urihttp://www.med-ed-online.org/pdf/Res00132.pdfen
dc.titleThe effect of an interactive tutorial on the prescribing performance of senior medical studentsen
dc.typeJournal articleen
dc.identifier.rmid0020062937en
dc.contributor.organisationMedicine Learning and Teaching Uniten
dc.identifier.pubid51253-
pubs.library.collectionMedical Education Unit publicationsen
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
Appears in Collections:Medical Education Unit publications

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