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BJA Advance Access published online on November 25, 2005
British Journal of Anaesthesia, doi:10.1093/bja/aei280
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© The Board of Management and Trustees of the British Journal of Anaesthesia 2005. All rights reserved. For Permissions, please e-mail: journals.permissions@oxfordjournals.org
Accepted October 15, 2005

Clinical Investigation

Influence of improved teaching on medical students' acquisition and retention of drug administration skills

D. W. Wheeler 1 *, K. D. Whittlestone 2, R. Salvador 3, D. F. Wood 4, A. J. Johnston 1, H. L. Smith 4, and D. K. Menon 1

1 University Department of Anaesthesia, University of Cambridge, Addenbrooke's Hospital, Cambridge CB2 2QQ, UK
2 Clinical and Biomedical Computing Unit, University of Cambridge, Addenbrooke's Hospital, Cambridge CB2 2QQ, UK
3 Wolfson Brain Imaging Centre, University of Cambridge, Addenbrooke's Hospital, Cambridge CB2 2QQ, UK
4 School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Cambridge CB2 2QQ, UK

* To whom correspondence should be addressed.
D. W. Wheeler, E-mail: dww21{at}cam.ac.uk


  Abstract

Background. Drug administration error is a major problem causing substantial morbidity and mortality worldwide. Lack of education about drug administration appears to be a causative factor. We devised an online teaching module for medical students and assessed its short- and long-term efficacy.

Methods. One hundred and thirty clinical medical students were invited to undertake additional, online, teaching about drug administration. Those participating were identified and the number of web pages viewed recorded. The students' knowledge retention was tested by means of drug administration questions incorporated into routine assessments and examinations over the next 6 months. Other indices of all students' performance were recorded to correct for confounding factors.

Results. Just over half (52%) responded to the invitation to participate. The amount of interest they showed in the teaching module correlated positively with their performance in questions about drug administration, although the latter waned over time. Surprisingly, correcting for students' general ability and keenness revealed that the less able students were most likely to undertake the teaching module.

Conclusions. Additional online teaching about drug administration improves students' knowledge of the topic but clearly requires reinforcement; however, only about half the students took up the option. Medical students must acquire these fundamental skills, and online teaching can help. Medical educators must ensure that drug administration is taught formally to all students as part of the curriculum and must understand that it may require additional teaching.

Keywords: complications, adverse events; complications, medication errors; education, medical students; teaching, educational technology.
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