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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.identifier.citationMedical Education Online, 2006; 11(9):1-6en
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.publisherMedical Education Onlineen
dc.titleThe effect of an interactive tutorial on the prescribing performance of senior medical studentsen
dc.typeJournal articleen
dc.contributor.organisationMedicine Learning and Teaching Uniten
pubs.library.collectionMedical Education Unit publicationsen
Appears in Collections:Medical Education Unit publications

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