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Background <p>Medication prescription errors remain a major patient safety concern, while undergraduate training in prescription writing is still inconsistently addressed in medical curricula.</p> Aim <p>To evaluate changes in medication prescription writing quality following an active educational intervention among undergraduate medical students.</p> Design and setting <p>Quasi-experimental before-and-after study conducted with 40 third-semester medical students from a public university in Brazil.</p> Methods <p>The intervention consisted of eight stages involving simulated prescription activities, collaborative discussion, and feedback sessions. Prescription quality was assessed using the QualiPresc instrument at baseline, immediately after the intervention, and at a 15-day follow-up. Repeated measures were analyzed using the Friedman test, considering a significance level of 5%.</p> Results <p>The intervention was associated with significant improvements in prescription quality scores, particularly for the indicators “date of birth,” “allergy record,” “pharmaceutical form,” “route of administration,” and “non-pharmacological recommendations” (<i>p</i> &lt; 0.001).</p> <p>The mean total prescription quality score increased from 73.47 at baseline to 95.34 immediately after the intervention and remained higher than baseline at the 15-day follow-up (87.80), suggesting partial retention of learning.</p> Conclusion <p>The active teaching method was associated with improvements in medication prescription writing quality among undergraduate medical students, with partial retention of learning after 15 days. Although causal inferences cannot be established due to the absence of a control group, the findings suggest that this educational strategy may represent a promising approach for prescription safety education.</p>

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Active-learning intervention for medication prescription writing in undergraduate medical education: a quasi-experimental study

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  • 发表日期：

    2026年6月30日

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  • Marcus Vinicius Dutra dos Santos,
  • Fillipi André dos Santos Silva,
  • Raphael Raniere de Oliveira Costa,
  • Soraya Maria de Medeiros,
  • Almária Mariz Batista

摘要

Background

Medication prescription errors remain a major patient safety concern, while undergraduate training in prescription writing is still inconsistently addressed in medical curricula.

Aim

To evaluate changes in medication prescription writing quality following an active educational intervention among undergraduate medical students.

Design and setting

Quasi-experimental before-and-after study conducted with 40 third-semester medical students from a public university in Brazil.

Methods

The intervention consisted of eight stages involving simulated prescription activities, collaborative discussion, and feedback sessions. Prescription quality was assessed using the QualiPresc instrument at baseline, immediately after the intervention, and at a 15-day follow-up. Repeated measures were analyzed using the Friedman test, considering a significance level of 5%.

Results

The intervention was associated with significant improvements in prescription quality scores, particularly for the indicators “date of birth,” “allergy record,” “pharmaceutical form,” “route of administration,” and “non-pharmacological recommendations” (p < 0.001).

The mean total prescription quality score increased from 73.47 at baseline to 95.34 immediately after the intervention and remained higher than baseline at the 15-day follow-up (87.80), suggesting partial retention of learning.

Conclusion

The active teaching method was associated with improvements in medication prescription writing quality among undergraduate medical students, with partial retention of learning after 15 days. Although causal inferences cannot be established due to the absence of a control group, the findings suggest that this educational strategy may represent a promising approach for prescription safety education.