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  • 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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    Author(s)
    King, Michelle
    Khan, Sohil
    Griffith University Author(s)
    King, Michelle A.
    Khan, Sohil A.
    Year published
    2017
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    Abstract
    Background: 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. Objective: To develop and pilot a teaching tool to guide students through the process of identifying and prioritizing potential causes of an adverse drug reaction. Setting: University-based School of Pharmacy, ...
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    Background: 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. Objective: To develop and pilot a teaching tool to guide students through the process of identifying and prioritizing potential causes of an adverse drug reaction. Setting: University-based School of Pharmacy, Australia: an undergraduate Quality Use of Medicines course. Method: A 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. Results: All 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. Conclusion: The 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.
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    Journal Title
    Currents in Pharmacy Teaching and Learning
    Volume
    9
    DOI
    https://doi.org/10.1016/j.cptl.2016.08.040
    Copyright Statement
    © 2017, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Curriculum and pedagogy
    Curriculum and pedagogy not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/341807
    Collection
    • Journal articles

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