An integrated scenario-based adverse drug reaction education programme

Ar Kar Aung; Steven Walker; Jennifer Inhae Lee; Linda Velta Graudins

doi:10.1111/medu.15215

An integrated scenario-based adverse drug reaction education programme

Ar Kar Aung, Steven Walker, Jennifer Inhae Lee, Linda Velta Graudins

Experiential Development and Graduate Education

Research output: Contribution to journal › Comment / Debate › Other › peer-review

Abstract

Adverse drug reaction (ADR) assessment, reporting and communication by healthcare professionals (HCPs) remains suboptimal, potentially leading to poor patient outcomes.1 Variability of ADR management in hospital settings is partly due to limited teaching of basic scientific principles concerning ADRs in pre-vocational university courses, as well as the lack of opportunities to apply integrated ADR concepts to solve complex problems commonly encountered in clinical practice.1 Crucial concepts behind severe immunologically mediated ADRs, such as anaphylaxis and severe cutaneous reactions, and translation of these into clinical practice, are not familiar to many HCPs.

Original language	English
Pages (from-to)	1163-1164
Number of pages	2
Journal	Medical Education
Volume	57
Issue number	11
DOIs	https://doi.org/10.1111/medu.15215
Publication status	Published - Nov 2023

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10.1111/medu.15215Licence: CC BY

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An integrated scenario-based adverse drug reaction education programme

Abstract

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