Educating medical trainees on medication reconciliation: a systematic review

BMC Medical Education

Research Article

Monisha Sudarshan¹  Aliya Ramjaun²  Laura Patakfalvi²  Robyn Tamblyn³  Ari N Meguerditchian⁴ 

[1] Department of Surgery, McGill University Health Centre, Montreal, Canada;McGill Clinical and Health Informatics Research Group, McGill University, 140 Pine Avenue West, Montreal, Canada;McGill Clinical and Health Informatics Research Group, McGill University, 140 Pine Avenue West, Montreal, Canada;Department of Epidemiology and Biostatistics, McGill University, Montreal, Canada;McGill Clinical and Health Informatics Research Group, McGill University, 140 Pine Avenue West, Montreal, Canada;Department of Surgery, McGill University Health Centre, Montreal, Canada;Department of Oncology, McGill University Health Centre, Montreal, Canada;

关键词: Medication reconciliation;    Patient safety;    Patient discharge;    Medical education;   

DOI  :  10.1186/s12909-015-0306-5

 received in 2014-04-01, accepted in 2015-02-05,  发布年份 2015

来源: Springer

【 摘 要 】

BackgroundEffective medication reconciliation is critical in reducing the risk of preventable adverse drug events. Medical trainees are often responsible for medication reconciliation on admission, transfer and discharge of the most vulnerable patients; therefore, it is important that trainees are educated on this aspect of quality care.MethodsWe conducted a systematic review using MEDLINE and EMBASE databases to identify education initiatives targeted at improving trainee skill and knowledge in carrying out medication reconciliation. Studies published in English or French between July 1980 and July 2013, where the primary focus of the article was the role of medical trainees in conducting medication reconciliation, and where trainee-specific data was reported, were included. Included articles must have reported trainee-specific data. Given the anticipated heterogeneity and array of outcomes, we were unable to employ a specific tool in assessing the risk of bias across studies.ResultsSeven studies met pre-specified eligibility criteria, indicating the lack of published education initiatives targeted towards improving trainee knowledge and experience. Four described an education intervention targeted towards students completing internal medicine clerkship, while the remaining 3 were implemented among residents. Although no two interventions were the same, 5 out of 7 included an experiential component.ConclusionsVarying success was achieved with medication reconciliation education interventions. While some noted improved competence and/or confidence amongst trainees, namely undergraduate medical students, others noted little effect resulting from the intervention.

【 授权许可】

Unknown   
© Ramjaun et al.; licensee BioMed Central. 2015. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.