چکیده: (87 مشاهده)
Introduction: Prescribing competence is a core graduation competency in dentistry, especially for patients with diabetes mellitus and hypertension. This study assessed final-year dental students’ prescription-writing skills for these groups.
Materials and Methods: This analytical cross-sectional study was conducted in 2020 at Guilan University of Medical Sciences, Iran, across Rasht and Anzali campuses (separate facilities with different clinical training environments). Using a census approach, 64 eligible final-year students were invited and 60 were analyzed (36 females, 24 males). Skills were assessed using a validated researcher-made questionnaire with 10 open-ended scenarios (5 diabetes, 5 hypertension) across seven domains (0–10 each; total 0–70). Content validity was acceptable (mean CVI = 0.89; CVR range = 0.60–0.80), and test–retest reliability was 0.80. Analyses were two-tailed with α = 0.05.
Results: Mean age was 25.42 ± 2.01 years. Mean total score was 40.75 ± 15.55/70 (58.21%). Scores did not differ by campus (41.44 ± 15.09 vs 39.70 ± 16.49; P = 0.751) or gender (45.50 ± 14.11 vs 37.58 ± 13.21; P = 0.053). Drug interactions had the highest score (8.43 ± 1.51) and frequency of administration the lowest (4.83 ± 2.47).
Conclusions: Students demonstrated moderate prescribing competence with important gaps in frequency and administration instructions, supporting targeted competency-based training and assessment to improve practice readiness and patient safety.
Materials and Methods: This analytical cross-sectional study was conducted in 2020 at Guilan University of Medical Sciences, Iran, across Rasht and Anzali campuses (separate facilities with different clinical training environments). Using a census approach, 64 eligible final-year students were invited and 60 were analyzed (36 females, 24 males). Skills were assessed using a validated researcher-made questionnaire with 10 open-ended scenarios (5 diabetes, 5 hypertension) across seven domains (0–10 each; total 0–70). Content validity was acceptable (mean CVI = 0.89; CVR range = 0.60–0.80), and test–retest reliability was 0.80. Analyses were two-tailed with α = 0.05.
Results: Mean age was 25.42 ± 2.01 years. Mean total score was 40.75 ± 15.55/70 (58.21%). Scores did not differ by campus (41.44 ± 15.09 vs 39.70 ± 16.49; P = 0.751) or gender (45.50 ± 14.11 vs 37.58 ± 13.21; P = 0.053). Drug interactions had the highest score (8.43 ± 1.51) and frequency of administration the lowest (4.83 ± 2.47).
Conclusions: Students demonstrated moderate prescribing competence with important gaps in frequency and administration instructions, supporting targeted competency-based training and assessment to improve practice readiness and patient safety.
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