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Safe use of medicines
- 1. Project Team Fran Lloyd QUB Michael Mawhinney Maureen McCann Suzanne Murray Gillian Redpath
- 2. Project Overview The aim of this project was to develop online courses for pharmacists, doctors, dentists and nurse prescribers on controlled drugs and safer use of medicines to equip them with the knowledge and skills to promote safer practice. Two courses were developed: • Controlled Drugs – Striking a Balance and Improving Medicines Safety. Each course provided 8 hours of learning. A high level of interactive engagement and variety in learning stimulus for the multidisciplinary audience was assured by the use of; Clickable diagrams, • Animation, MCQs, Drag and drop interactions, Calculations, Text input questions, Case study interactions, Video and Expert commentary. While NICPLD has a pharmacist website, we did not have a platform to deliver courses to other professions. Thus we developed a new website (www.medicinesNI.com), which allowed self-registration, access to courses and assessments and enabled learners to print certificates of completion.
- 3. Queen’s University Belfast Supporting safe use of medicines Colin G Adair NI Centre for Pharmacy Learning and Development School of Pharmacy, Queen’s University, Belfast
- 4. Medicines safety • Shipman – Murdered 15 patients – Possibly 214 others • Adverse incidents – £290,000 per event – 1,100 deaths annually – 11% of in-patients – 8.5 additional days
- 5. Medicines safety • Shipman – Murdered 15 patients – Possibly 214 others • Adverse incidents – £290,000 per event – 1,100 deaths annually – 11% of in-patients – 8.5 additional days • Final Shipman report
- 6. Education support - 2006 NI Response to the Recommendations of the Shipman Inquiry – GPs – Pharmacists – Nurse prescribers – Foundation doctors – Other trainees Sustainable
- 8. eLearning • Why incidents occur • Learning from incidents • Prescribing safely • High-risk medicines • Drug calculations • CD legislation • Commonly made errors • Safer medical and non- medical prescribing • Records and disposal
- 10. Comparison of methods • NI response to the Shipman Inquiry – Controlled drugs – Medicines safety • Identical content as: – Workshop – Print-based distance learning – Online course • Measurement – Course evaluation – Post-course assessment
- 11. Comparison of methods course evaluation (2007) Descriptor Live Printed* eLearning* Objectives (1-5) 4.64 4.47 4.46 Relevance (1-5) 4.73 4.50 4.49 Content (1-5) 4.67 4.28 3.93 Presentation (1-5) 4.62 4.25 3.93 Stimulus (1-4) 3.75 3.50 3.70 Overall (0-9) 8.09 7.81 7.58 *significantly lower than live
- 12. Comparison of methods course evaluation (2011) Descriptor Live Printed* eLearning Objectives (1-5) 4.64 4.47 4.68 Relevance (1-5) 4.73 4.50 4.75 Content (1-5) 4.67 4.28 4.65 Presentation (1-5) 4.62 4.25 4.70 Stimulus (1-4) 3.75 3.50 3.70 Overall (0-9) 8.09 7.81 7.99 *significantly lower than live and eLearning
- 13. Feedback “First time I have used elearning and was pleased I could use it successfully” “I will be in an environment where the particular errors mentioned could occur and I feel that the added awareness I now have after the course should help me in my daily practice.”
- 14. Comparison of methods post-course assessment Live Printed eLearning 87±8% 85±5% 84±7% Six month post-course test: 83±7%
- 15. Programme costs Overall NICPLD costs: £9.65/hour Daytime Evening Distance Vocational workshop workshop learning training £15.10 £10.10 £6.49 £6.30
- 16. Programme costs Overall NICPLD costs: £9.65/hour Daytime Evening Distance Vocational workshop workshop learning training £15.10 £10.10 £6.30
- 17. Conclusion • MedicinesNI – 2917 users – 2495 courses completed • NICPLD – 350/95 hours eLearning – 2010: assessment online-only – 2011: evaluation, application online-only • Costs • Responsiveness – Responsible pharmacist regulations
- 18. Professional pharmacy Professional pharmacy education education • NES • NICPLD • CPPE • ICCPE • WCPPE
- 19. Fran Lloyd Michael Mawhinney Maureen McCann Suzanne Murray Gillian Redpath Thanks to Norman Morrow and Diane Taylor, DHSSPSNI
Editor's Notes
- Harold Shipman was convicted in January 2000 of the murder of 15 patients, the subsequent inquiry concluded that it was highly probably that he had murdered a further 214 patients.There seems to be an erosion in trust in the professions by Government and the public. There also is a loss of deference. i.e. doctor knows best.
- Harold Shipman was convicted in January 2000 of the murder of 15 patients, the subsequent inquiry concluded that it was highly probably that he had murdered a further 214 patients.Adverse events – unintendedPublication of the 6th and final Shipman report on 27th January 2005
- Harold Shipman was convicted in January 2000 of the murder of 15 patients, the subsequent inquiry concluded that it was highly probably that he had murdered a further 214 patients.Adverse events – unintendedPublication of the 6th and final Shipman report on 27th January 2005
- AMEE Interest in eLearningMuch of learning in medicine has been didacticInterest in is eLearning better than lectureNo comparators
- AMEE Interest in eLearningMuch of learning in medicine has been didacticInterest in is eLearning better than lectureNo comparators
- 2006 NICPLD asked to develop learning programmes to support the NI ….
- In summary While live was consistently better none of the methods were poor and we were happy with the evaluations.We can look at this in two ways. (a) either we should devote more resources to live or (b) we can pursue eLearning for a number of reasons.
- In summary While live was consistently better none of the methods were poor and we were happy with the evaluations.We can look at this in two ways. (a) either we should devote more resources to live or (b) we can pursue eLearning for a number of reasons.
- Costs include:SalariesTutors honorariumVenue + cateringPrintAdmin – photocopyRental and overhead
- Costs include:SalariesTutors honorariumVenue + cateringPrintAdmin – photocopyRental and overhead
- A surface approach is common with education that has an excessive amount of course material, little choice over study topics, little opportunity to pursue subjects in depth and an assessment system that rewards the reproduction of factual information. Education thatOur aim is to avoid the surface approach to learning that does lead to a change in practice for the professional. Rather it is to develop education programmes that foster deep learning that bring about change in practice.
- A surface approach is common with education that has an excessive amount of course material, little choice over study topics, little opportunity to pursue subjects in depth and an assessment system that rewards the reproduction of factual information. Education thatOur aim is to avoid the surface approach to learning that does lead to a change in practice for the professional. Rather it is to develop education programmes that foster deep learning that bring about change in practice.