The development and piloting of “ATTEND DR,” a clinical teaching tool to identify and prioritize potential causes of adverse drug reactions

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...

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Bibliographic Details
Published in:Currents in pharmacy teaching and learning 2017-01, Vol.9 (1), p.66-71
Main Authors: King, Michelle, Khan, Sohil
Format: Article
Language:English
Subjects:
Adverse Drug Reaction Reporting Systems - standards
Australia
Clinical competence
Curriculum - standards
Drug-related side effects and adverse reactions
Drug-Related Side Effects and Adverse Reactions - prevention & control
Education
Education, Pharmacy - standards
Humans
Mnemonic
Patient Safety
Pharmacovigilance
Teaching
Teaching - standards
Universities - organization & administration
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Summary: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. To develop and pilot a teaching tool to guide students through the process of identifying and prioritizing potential causes of an adverse drug reaction. University-based School of Pharmacy, Australia: an undergraduate Quality Use of Medicines course. 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. 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. 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.
ISSN:1877-1297
1877-1300
DOI:10.1016/j.cptl.2016.08.040