Coping with COVID: preparing prescribers during the pandemic

Robin Ferner; Julie Mason; Hannah Vallance; Tanvi Choudhary; John Marriott; Jamie Coleman; Sarah Pontefract

doi:10.1111/bcp.15153

Coping with COVID: preparing prescribers during the pandemic

Robin Ferner, Julie Mason, Hannah Vallance, Tanvi Choudhary, John Marriott, Jamie Coleman, Sarah Pontefract

Pharmacy

Research output: Contribution to journal › Article › peer-review

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Abstract

In response to the COVID-19 pandemic, Health Education England (HEE) and the University of Birmingham provided National Health Service (NHS) staff free access to SCRIPT, a national eLearning programme for safer prescribing and therapeutics. The eLearning was particularly for those returning to work or being redeployed. In the year March 2020-21, 3412 users registered to access portfolios and opened an aggregate of 17 198 modules. Each user completed a median of 2 (range 1-50, interquartile range [IQR] 1-7) assessed learning modules. Marks improved from pre-test to post-test by a median of 2 (IQR 0-3) marks out of 10. The most frequently selected modules were Adherence and Concordance (1109 users), Fluids (981 users) and Diabetic Emergencies (818 users). A total of 878 users accessed the unassessed COVID-19 module. The SCRIPT modules provided standardised education in core principles relating to prescribing and therapeutics, and were used by professionals from many healthcare disciplines.

Original language	English
Journal	British Journal of Clinical Pharmacology
Early online date	21 Nov 2021
DOIs	https://doi.org/10.1111/bcp.15153
Publication status	E-pub ahead of print - 21 Nov 2021

Bibliographical note

Funding Information:
The development and maintenance of all SCRIPT eLearning programme portfolios are funded by Health Education England. The initial development of the Nursing SCRIPT portfolio received funding from the West Midlands Academic Health Sciences Network.

Keywords

COVID-19
drug prescriptions
drug therapy
education
health professionals
internet
learning

ASJC Scopus subject areas

Pharmacology
Pharmacology (medical)

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This is the peer reviewed version of the following article: (see citation), which has been published in final form at https://doi.org/10.1111/bcp.15153. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
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Cite this

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abstract = "In response to the COVID-19 pandemic, Health Education England (HEE) and the University of Birmingham provided National Health Service (NHS) staff free access to SCRIPT, a national eLearning programme for safer prescribing and therapeutics. The eLearning was particularly for those returning to work or being redeployed. In the year March 2020-21, 3412 users registered to access portfolios and opened an aggregate of 17 198 modules. Each user completed a median of 2 (range 1-50, interquartile range [IQR] 1-7) assessed learning modules. Marks improved from pre-test to post-test by a median of 2 (IQR 0-3) marks out of 10. The most frequently selected modules were Adherence and Concordance (1109 users), Fluids (981 users) and Diabetic Emergencies (818 users). A total of 878 users accessed the unassessed COVID-19 module. The SCRIPT modules provided standardised education in core principles relating to prescribing and therapeutics, and were used by professionals from many healthcare disciplines.",

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Coping with COVID: preparing prescribers during the pandemic

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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Cite this