O1 Use of a multi-disciplinary teaching platform for teaching paediatric prescribing

Aim We present a case study of the development of a structured, holistic, multidisciplinary prescribing teaching program for medical students in our paediatric department. The aim was to integrate theory and practise into one multidisciplinary delivered teaching session. Method Prescribing is an area that medical students consistently report as challenging with poor teaching and minimal paediatric specific prescribing teaching as an undergraduate. After collaboration with our pharmacist colleagues the agreed objective was to design a teaching session run by doctors and pharmacists together in order to more accurately simulate paediatric prescribing in clinical practice for the inpatient environment. The method was based on Blooms Taxonomy,1 starting with a pharmacist delivering teaching on the theory of paediatric prescribing. Following this, junior doctors delivered case based prescribing scenarios to allow assimilation and application of theory. At the end of the 150 minute session feedback was collected from both session facilitators and students. These were evaluated to allow for revision and improvement of the session. Results Both facilitators and students very enthusiastically received the session with phrases such as ‘amazing session thank- you!’ added to the feedback forms. Feedback was gathered from 32 students over the first 8-week cycle of the project. The majority of students stated that prior to this session they had little or no paediatric prescribing teaching. When asked the question ‘how prepared do you feel for prescribing in paediatrics?’ and asked to rank themselves from 1 (not at all) to 5 (very well) the average improved from 1.44 pre session to 3.55 post session. The feedback was consistent between sessions demonstrating no significant variation between facilitators. This highlights that the standardised, formal structure of the session allows it to be delivered by pharmacists and doctors of different grades and levels of experience without changing the success of the session for the students. Conclusion This project demonstrates that there is a significant gap in undergraduate teaching on prescribing, especially paediatric prescribing. This teaching session is low cost, produces similar feedback despite variation in facilitators between sessions, and is easily transferable to multiple inpatient areas. Our students demonstrated that after one teaching session they felt more prepared for prescribing in paediatrics and following the feedback changes have been made to the session and ongoing feedback has further improved. We propose that this style of teaching session could be used across the country for both adult and paediatric prescribing undergraduate teaching sessions. We aim to compare our session with other universities approaches to prescribing teaching and establish whether this is a national area that requires focused educational attention. Reference Bloom BS. Taxonomy of educational objectives: The classification of educational goals 1956.