Kes. 3,000
ENROL NOW VIEW SAMPLE CERTIFICATE
A GUIDE TO VETERINARY MEDICINE PRESCRIPTION
At the start of clinical practice most veterinary professionals find that they don't have a very clear idea of how to prescribe a drug for their patients or what information they need to provide.
This is usually because their earlier pharmacology training has concentrated more on theory than on practice. The material was probably drug -centered, and focused on indications and side effects of different drugs.
But in clinical practice the reverse approach has to be taken, from the diagnosis to the drug. Moreover, patients vary in different ways all of which may affect treatment choices.
All this is not always taught in veterinary schools, and the number of hours spent on therapeutics may be low compared to traditional pharmacology teaching.
Clinical training for students often focuses on diagnostic rather than therapeutic skills. Sometimes students are only expected to copy the prescribing behaviour of their clinical teachers, or existing standard treatment guidelines, without explanation as to why certain treatments are chosen.
Books may not be much help either. Pharmacology reference works and formularies are drug -centered, and although clinical textbooks and treatment guidelines are disease -centered and provide treatment recommendations, they rarely discuss why these therapies are chosen. Different sources may give contradictory advice.
The result of this approach to pharmacology teaching is that although pharmacological knowledge is acquired, practical prescribing skills remain weak.
Bad prescribing habits lead to ineffective and unsafe treatment, exacerbation or prolongation of illness, distress and harm to the patient, and higher costs.
They also make the prescriber vulnerable to influences which can cause irrational prescribing, such as client pressure, bad example of colleagues and high- powered salesmanship.
Later on, new graduates will copy them, completing the circle. Changing existing prescribing habits is very difficult. So good training is needed before poor habits get a chance to develop.
MODULES:
MODULE 1: REGULATORY REQUIREMENTS ON THE PRESCRIPTION OF VETERINARY MEDICINE
MODULE II: THE PROCESS OF RATIONAL TREATMENT & PRESCRIBING A DRUG
MODULE III: SELECTING YOUR PERSONAL DRUG
MODULE IV: GUIDELINES FOR SELECTING P DRUGS
MODULE V: TREATING YOUR PATIENTS
MODULE VI: WRITING A PRESCRPTION
MODULE VII: KEEPING UP -TO-DATE
This course is primarily intended for veterinary professionals in clinical practice. It provides step by step guidance to the process of rational prescribing. It teaches skills that are necessary throughout a clinical career. You may also find it a source of new ideas and perhaps an incentive for change.
A GUIDE TO VETERINARY MEDICINE PRESCRIPTION
At the start of clinical practice most veterinary professionals find that they don't have a very clear idea of how to prescribe a drug for their patients or what information they need to provide.
This is usually because their earlier pharmacology training has concentrated more on theory than on practice. The material was probably drug -centered, and focused on indications and side effects of different drugs.
But in clinical practice the reverse approach has to be taken, from the diagnosis to the drug. Moreover, patients vary in different ways all of which may affect treatment choices.
All this is not always taught in veterinary schools, and the number of hours spent on therapeutics may be low compared to traditional pharmacology teaching.
Clinical training for students often focuses on diagnostic rather than therapeutic skills. Sometimes students are only expected to copy the prescribing behaviour of their clinical teachers, or existing standard treatment guidelines, without explanation as to why certain treatments are chosen.
Books may not be much help either. Pharmacology reference works and formularies are drug -centered, and although clinical textbooks and treatment guidelines are disease -centered and provide treatment recommendations, they rarely discuss why these therapies are chosen. Different sources may give contradictory advice.
The result of this approach to pharmacology teaching is that although pharmacological knowledge is acquired, practical prescribing skills remain weak.
Bad prescribing habits lead to ineffective and unsafe treatment, exacerbation or prolongation of illness, distress and harm to the patient, and higher costs.
They also make the prescriber vulnerable to influences which can cause irrational prescribing, such as client pressure, bad example of colleagues and high- powered salesmanship.
Later on, new graduates will copy them, completing the circle. Changing existing prescribing habits is very difficult. So good training is needed before poor habits get a chance to develop.
MODULES:
MODULE 1: REGULATORY REQUIREMENTS ON THE PRESCRIPTION OF VETERINARY MEDICINE
MODULE II: THE PROCESS OF RATIONAL TREATMENT & PRESCRIBING A DRUG
MODULE III: SELECTING YOUR PERSONAL DRUG
MODULE IV: GUIDELINES FOR SELECTING P DRUGS
MODULE V: TREATING YOUR PATIENTS
MODULE VI: WRITING A PRESCRPTION
MODULE VII: KEEPING UP -TO-DATE
This course is primarily intended for veterinary professionals in clinical practice. It provides step by step guidance to the process of rational prescribing. It teaches skills that are necessary throughout a clinical career. You may also find it a source of new ideas and perhaps an incentive for change.
Kes. 3,000
ENROL NOW VIEW SAMPLE CERTIFICATE