Medicines Optimisation Tools - A new way of assessing the development of clinical learning in practice Clare Hughes and Andrea Taylor University of Bath, UK

Setting for use of the Tool Post registration Two year course Work based learning Modular format 5 modules per year Key therapeutic areas Range of assessments used

About the tool – A focus on Medicines Optimisation

Aims and Objectives The Aim of our Project was to: –Design and evaluate a new tool for assessing clinical learning in practice The Objectives of our Project were: –To review key policy documents and literature of assessing clinical learning in practice –Use this to inform the design of a new assessment tool –Implement the tool on a well established Clinical Diploma Programme –Evaluate the student learning experience

Evaluation Questionnaires (Likert Scale) –Analysed in SPSS Qualitative comments –Analysed with Thematic Analysis

Student Evaluation: Respondents GroupNo. Q Received Date of Registration % FemaleSetting New Starters Baseline (9/2013) (2012 n=24) 63%90% Hospital 7% Comm 3% both New Starters Interim (10/2013) (2012 n=19) (5 missing) 68%All Hospital (3 missing cases) New Starters Final (4/2014) (2012 n=20) (3 missing) 68%All Hospital Existing Students (4/2014) (2011 n= n= 8) 82%All Hospital (1 missing case)

We asked them about… Early experience of MOT – specifically: Ease of completion overall Understanding of how to complete each section What knowledge gained What skills developed If the tool has influenced their practice

Existing Students – Benefits

Existing students MOT challenges

Existing Students : What knowledge have you gained through using the MOT?

New Students: What knowledge have you gained through using the MOT?

Existing Students: What skills have you developed through using the MOT?

New Students: What skills have you developed through using the MOT?

How has the tool influenced your practice? (new and existing) “…newly gained knowledge enabled me to more confidently make interventions and discuss treatments with doctors” “It has helped me to take a more comprehensive in-depth approach to patient care”

Overall The MOT was preferred (over previous care plans) by the majority of both existing and new students. Many felt it had a positive influence on their practice and/or helped their skills development

Any Questions?

References Medicines Optimisation: The safe and effective use of medicines to enable the best possible outcomes. NICE Guideline 5. March 2015 Medicines Optimisation: Helping Patients to make the most of medicines. RPS Report, May 2013 Astin, A.W., Assessment for Excellence: The Philosophy and practice of assessment and evaluation in higher education. Dent, J.A., and Harden, R. M A Practical Guide for Medical Teachers, Churchill Livingstone Elsevier. Wass, V, Skills Based Assesment. In ABC of learning and teaching in Medicine, Cantillon, and Wood, Eds. Norcini, J., and Holmboe, E., Work-based assessment. In: ABC of learning and teaching in Medicine, Cantillon, and Wood, Eds

The marking rubric…. MOT 0-1 Fail nothing of merit 2-3 Fail 4-5 Pass 6Merit 7-8Distinction 9-10Outstanding