The development and piloting of “ATTEND DR,” a clinical teaching tool to identify and prioritize potential causes of adverse drug reactions

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• 作者：Michelle King ; BPharm ; PhD(med)^a ; ^{michelle.a.king@griffith.edu.au} ; Sohil Khan ; MPharm ; MBA ; PhD^a ; ^b
• 关键词：Drug-related side effects and adverse reactions ; Pharmacovigilance ; Education ; Teaching ; Clinical competence ; Mnemonic
• 刊名：Currents in Pharmacy Teaching and Learning
• 出版年：2017
• 出版时间：January-February 2017
• 年：2017
• 卷：9
• 期：1
• 页码：66-71
• 全文大小：188 K
• 卷排序：9

文摘

The identification, management, and reporting of adverse drug reactions are integral to clinical practice and education; however, undergraduate teaching related to adverse drug reactions may be inadequate for practice. Existing methods of causality assessment have a number of limitations in relation to clinical teaching, for example, they do not deal well with the concurrent use of other medications.ObjectiveTo develop and pilot a teaching tool to guide students through the process of identifying and prioritizing potential causes of an adverse drug reaction.SettingUniversity-based School of Pharmacy, Australia: an undergraduate Quality Use of Medicines course.MethodA contrived acronym (mnemonic) was developed from causality assessments and discussions with practitioners. The acronym ATTEND DR (abnormality, taken, timeline, evidence, nothing else?, dose, dechallenge, and rechallenge) was piloted in workshops that focussed on adverse drug reactions and their management. Students’ responses to “What did you find most valuable about today’s workshop?” and “How could we improve?” were analyzed.ResultsAll attendees responded (65/65). Students indicated that the ATTEND DR acronym was easy to remember, and facilitated causality assessment in a clinical context, due to an easily followed, step-by-step, comprehensive process that was easy to remember. More practice case studies were requested.ConclusionThe ATTEND DR acronym was designed to address limitations of the existing methods of causality assessment in relation to clinical teaching and preparation of students for future clinical roles. Students responded favorably to its introduction, commenting that it was easily remembered and provided a comprehensive, clinically orientated, step-by-step process.