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A review of the educational interventions designed to improve prescribing competencies will help to ensure evidence-based interventions are used to develop competent medical and non-medical prescribers.
As geriatric educational content is incorporated into nongeriatric specialty areas, pharmacology and prescribing competencies should be an area of ongoing focus for educators.
Evidence based practice is integral to pharmacotherapeutic interventions and prescribing competencies [ 23].
Additionally, they do not provide any prioritization amongst medication prescribing competencies.
The WHO Guide to Good Prescribing has the largest body of evidence supporting its use to improve prescribing competencies internationally.
Our study identified and prioritized medication prescribing competencies that are necessary for general practice residents in France.
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However few studies have sought to evaluate the educational models used to develop non-medical prescribers' prescribing competency and there is a need for further development in the assessment of teaching for non-medical prescribers as expansions of prescribing powers continue to be implemented.
To review the literature on educational interventions to improve prescribing and identify educational methods that improve prescribing competency in both medical and non-medical prescribers.
Students acquired limited prescribing competency during the PBL programme.
In particular, six studies demonstrated that specific prescribing training using the WHO Guide to Good Prescribing increased prescribing competency in a wide variety of settings.
In response to this concern, many medical schools have introduced educational interventions to improve prescribing competency, such as individual teaching with a supervisor or compulsory workshops prior to their clinical clerkships [ 37].
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