Evaluation of the Implementation of Prescribing Skills Curriculum in Outcome Based Curriculum in Medical Faculty of Medicine of Udayana University

Rational drug prescribing competence for a doctor is generic clinical skills for health care. Learning rational prescribing has implications for the practice of rational drug prescribing and  it is certainly to be an important  component in the era of optimizing health financing and drug safety for patients.

        Pharmaceutical medicine curriculum plays an important role in the development of rational prescribing competencies. Most of the doctors prescribe drugs for treatment. The number of drug errors, the discovery, promotion, and marketing of new drugs, also changes in regulations /legality in the field of drugs has become a dilemma for a doctor in undergoing professional practice in the community. Providing adequate knowledge of pharmaceutical medicine is expected to strengthen the skills and attitudes of doctors in rational prescribing.

      The research is aimed at 1) identifying the contents of the curriculum, approach components, and strategies for implementing the pharmaceutical medicine curriculum in the second semester of education which can improve student learning competencies regarding rational prescribing; 2) identifying factors that support and hinder the implementation of the integration of pharmaceutical medicine content in the competency-based curriculum; 3) compile the learning module and implementation of the curriculum and the implementation of the curriculum integration  content in the outcome based curriculum in the future in the context of developing rational prescribing competencies in medical faculty.

        This study recruited all students who participated in the Pharmaceutical Medicine and Drug Ethics Block in Udayana Faculty of Medicine in Semester 2, semester 4 students in the 2018/2020 academic year, and lecturers from other blocks learning. The research procedure was carried out following the quantitative stages involving research participants by giving questionnaires before and after attending lectures. The qualitative stage involves students taking part in directed discussions and lecturers by conducting interviews.

        The research procedure was carried out following the quantitative stages involving research participants by giving questionnaires before and after attending lectures. The qualitative stage involves students taking part in directed discussions and lecturers by conducting interviews.