Online learning applied to a course on rational therapeutics: an international comparison between final year students of two medical schools

Introduction Poor prescribing is probably the most common cause of preventable medication errors and many of these events involve junior doctors. In 2009, an electronic problem‐based therapeutics course developed at the University of Michigan Medical School (UMMS) was translated and adapted for use...

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Bibliographic Details
Published in:British journal of clinical pharmacology 2013-02, Vol.75 (2), p.373-380
Main Authors: Likic, Robert, White, Casey, Cinti, Sandro, Purkiss, Joel, Fantone, Joseph, Chapman, Chris, Bielen, Luka, Francetic, Igor, Engleberg, Cary
Format: Article
Language:English
Subjects:
clinical pharmacology
Computer-Assisted Instruction
course
Croatia
Drug Therapy
Education
Education, Medical, Undergraduate - methods
Educational Measurement - methods
e‐learning
Humans
Medical Errors - prevention & control
Michigan
Online Systems
Practice Patterns, Physicians
prescribing
Program Evaluation
Schools, Medical
Students, Medical
Surveys and Questionnaires
Teaching - methods
therapeutics
web‐based teaching
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Summary:Introduction Poor prescribing is probably the most common cause of preventable medication errors and many of these events involve junior doctors. In 2009, an electronic problem‐based therapeutics course developed at the University of Michigan Medical School (UMMS) was translated and adapted for use at the University of Zagreb Medical School (UZMS). Methods After students from both schools took the course in 2010, we compared their responses with an online questionnaire addressing the course quality and its effectiveness. Results There were no statistically significant differences in the overall average grades awarded for the course (UZMS 4.11 ± 0.86 vs. UMMS 3.96 ± 0.93; 95% CI mean difference (MD) – 0.36, 0.07; P = 0.175) with both student groups expressing high satisfaction rates with its quality, accessibility and overall design. UZMS students reported spending less time working through the course than their American colleagues (2.14 ± 1.01 vs. 2.89 ± 1.02 on a five point Likert scale; 95% CI MD 0.51, 0.99; P 
ISSN:0306-5251
1365-2125
DOI:10.1111/j.1365-2125.2012.04370.x