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  1. Er HM, Jia Ming MK, Keng PS, Nadarajah VD
    Am J Pharm Educ, 2019 Aug;83(6):6851.
    PMID: 31507283 DOI: 10.5688/ajpe6851
    Objective. To evaluate pharmacy students' perceptions of the educational value of reflective portfolio and to gain an understanding of the factors that might influence these perceptions. Methods. Bachelor of Pharmacy (BPharm) students' perceptions of using reflective portfolios were evaluated by administering the same questionnaire at the beginning of years 2, 3 and 4 of the curriculum. Statistical analysis was carried out to determine the differences among the perception scores of different academic years. Semi-structured interviews were completed with fourth-year students to further explore their experiences with the reflective portfolio. Students' deep information processing (DIP) skills were compared with those of students from another pharmacy cohort whose curriculum did not include a reflective portfolio. Results. The students' perceptions of the reflective portfolio improved significantly as they progressed from year 2 to year 4 of the curriculum. The factors that contributed to a positive experience were a clear understanding of objectives and guidelines for the reflective portfolio, useful mentor feedback, a positive learning attitude and motivation, and having a user-friendly technology platform for submission of the portfolio. The students' DIP skills after completing the reflective portfolio were higher than those of students who did not have a reflective portfolio assignment in their curriculum. Conclusion. Pharmacy students' appreciation of the educational value of a reflective portfolio increased as they progressed to their final year, and their DIP skills improved. These findings support the use of a reflective portfolio as a learning tool for BPharm students' personal and professional development.
    Matched MeSH terms: Documentation/statistics & numerical data*
  2. Khoo EM, Lee WK, Sararaks S, Abdul Samad A, Liew SM, Cheong AT, et al.
    BMC Fam Pract, 2012 Dec 26;13:127.
    PMID: 23267547 DOI: 10.1186/1471-2296-13-127
    BACKGROUND: Patient safety is vital in patient care. There is a lack of studies on medical errors in primary care settings. The aim of the study is to determine the extent of diagnostic inaccuracies and management errors in public funded primary care clinics.

    METHODS: This was a cross-sectional study conducted in twelve public funded primary care clinics in Malaysia. A total of 1753 medical records were randomly selected in 12 primary care clinics in 2007 and were reviewed by trained family physicians for diagnostic, management and documentation errors, potential errors causing serious harm and likelihood of preventability of such errors.

    RESULTS: The majority of patient encounters (81%) were with medical assistants. Diagnostic errors were present in 3.6% (95% CI: 2.2, 5.0) of medical records and management errors in 53.2% (95% CI: 46.3, 60.2). For management errors, medication errors were present in 41.1% (95% CI: 35.8, 46.4) of records, investigation errors in 21.7% (95% CI: 16.5, 26.8) and decision making errors in 14.5% (95% CI: 10.8, 18.2). A total of 39.9% (95% CI: 33.1, 46.7) of these errors had the potential to cause serious harm. Problems of documentation including illegible handwriting were found in 98.0% (95% CI: 97.0, 99.1) of records. Nearly all errors (93.5%) detected were considered preventable.

    CONCLUSIONS: The occurrence of medical errors was high in primary care clinics particularly with documentation and medication errors. Nearly all were preventable. Remedial intervention addressing completeness of documentation and prescriptions are likely to yield reduction of errors.

    Matched MeSH terms: Documentation/statistics & numerical data
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