Abstract
BACKGROUND: Although prescription writing is a part of the medical students' curriculum, their prescribing skills are still poor either as a part of their examinations or as they go out as qualified health professionals which may be due to inadequate training. Educational intervention like patient-based teaching in pharmacology offers lifelike preparation and provides more relevance, easier recall, and help in improving prescribing skills. This study aims to determine the role of patient-based teaching in improving the prescribing skill of II year medical students compared to conventional case-based teaching. MATERIALS AND METHODS: This prospective, comparative study was carried out after giving orientation to prescription writing as per the WHO prescribing guidelines (N = 50). The 25 students in control group were given case-based teaching and 25 students in test group were given patient-based teaching of prescription writing for the same five common clinical conditions. The prescription writing skill (knows how level) was assessed by evaluating the prescriptions written in the prescribed format and scored by a 14-point scoring system. RESULTS: The mean scores obtained by the control (9.6) and test (12.04) groups were compared by unpaired Student's t-test (P < 0.001). On comparing the individual parameters in the 14-point scoring by Chi-square test, significant difference was found regarding patient and doctor's particulars, diagnosis, quantity, duration of therapy, and signature between study groups. Student feedback revealed that patient-based teaching enhanced responsibility, focus, and memory. CONCLUSION: Patient-based approach for prescription writing enables students to develop prescribing skills in a complete and professional way.