European journal of clinical pharmacology · 2026
Case-based pharmacotherapeutic learning structured around the prescribing optimization method and the WHO 6-step model: Medical students' views from an exploratory questionnaire study.
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Carifi Massimiliano, Furchì Fabio, Parodi López Naldy, Piët Joost D, Tichelaar Jelle, De Ponti Fabrizio, Wallerstedt Susanna M
Аннотация
PURPOSE: Pharmacotherapy is a core competence for physicians and case-based learning is a valuable teaching method for developing this competence. This study explored medical students' views on structuring pharmacotherapeutic education around either the Prescribing Optimization Method (POM), starting from the medication list, or the World Health Organization (WHO) 6-Step Model, starting from the patient's presentation.
METHODS: Students who had experienced both the POM and the WHO 6-Step Model, featuring cases involving multiple medications, during an elective pharmacology clerkship at the University of Bologna, were invited to complete an anonymous questionnaire. Participants rated their agreement with a statement regarding the usefulness of each structure for developing pharmacotherapeutic knowledge (1 = strongly disagree, 5 = strongly agree), indicated their preferred structure, and provided comments explaining their choice and contexts in which each structure was considered useful.
RESULTS: All students participating in the clerkship shared their views (n = 27). Their ratings of each structure's usefulness for developing pharmacotherapeutic knowledge were 4.3 ± 0.8 (POM) and 4.1 ± 1.1 (WHO). Thirteen students preferred the POM, often referring to its comprehensive medication focus in the context of polypharmacy, and the value of such guidance in the undergraduate learning process. Twelve students preferred the WHO 6-Step Model, often referring to its alignment with clinical practice and the learning it offers for their future professional role.
CONCLUSION: Students perceived both structures as useful for pharmacotherapeutic learning; future studies should examine whether these approaches improve prescribing competence or therapeutic reasoning performance.
METHODS: Students who had experienced both the POM and the WHO 6-Step Model, featuring cases involving multiple medications, during an elective pharmacology clerkship at the University of Bologna, were invited to complete an anonymous questionnaire. Participants rated their agreement with a statement regarding the usefulness of each structure for developing pharmacotherapeutic knowledge (1 = strongly disagree, 5 = strongly agree), indicated their preferred structure, and provided comments explaining their choice and contexts in which each structure was considered useful.
RESULTS: All students participating in the clerkship shared their views (n = 27). Their ratings of each structure's usefulness for developing pharmacotherapeutic knowledge were 4.3 ± 0.8 (POM) and 4.1 ± 1.1 (WHO). Thirteen students preferred the POM, often referring to its comprehensive medication focus in the context of polypharmacy, and the value of such guidance in the undergraduate learning process. Twelve students preferred the WHO 6-Step Model, often referring to its alignment with clinical practice and the learning it offers for their future professional role.
CONCLUSION: Students perceived both structures as useful for pharmacotherapeutic learning; future studies should examine whether these approaches improve prescribing competence or therapeutic reasoning performance.