In our study, 60.2% of patients recovered in the outcome parameters.
Majority of ADRs (45%) were observed in the skin followed by musculoskeletal system (12.7%). Antibiotics (39%) was most commonly prescribed class of drug followed by NSAID (10.9%). The occurrence of ADRs in adult patients was high. 52% female experienced ADRs which was more than male. In India, 9.5% hospital admissions were because of ADRs. A total of 877 ADRs from 715 offending drugs in 671 patients were reported. The collected data was evaluated based on patients’ demographic, adverse drug reaction and drug characteristics with completeness and quality of reactions.
The study was a 5 year retrospective observational study.
The present study was planned to scrutinise suspected ADRs forms and evaluate completeness with quality assessment of ADR reports at AMC Port Blair. ADRs result in diminished quality of life, prolonged hospital stay, morbidity and mortality. In India, Adverse Drug Reaction (ADRs) related morbidity and mortality is one of the leading health problem. The methods of design, construction and use of standardised checklists for training medical students and assessing their acquisition of behavioural (affective) skills is describedĪ 5 year retrospective analysis of pharmacovigilance study, completeness and quality of suspected adverse drug reaction forms at adverse drug reaction monitoring center Port Blair. A practical approach is here proposed to support medical colleges to bridge this gap.
Furthermore, while the need for training on professional behaviour is specified as a requirement in the adopted graduate outcomes, formal training in these skills has been fragmentary and not clearly addressed in curriculum documents of the medical colleges in Iraq. Although good communication skills are essential for an optimal doctor-patient relationship and certainly contribute to improved health outcomes, still other aspects of behaviour are not covered.
Training of behaviour has been abstracted in teaching of ethics and communication skills which in most of the cases is based on theoretical “preaching” lectures and use of book/guide and in some cases, training using supervised role-playing sessions at the best of options. Medical educators have been criticised for not effectively training and rigorously assessing these skills. This deterioration has resulted in repeated and renewed demands to make medical schools more aligned to the necessity to train professional behaviours in undergraduate medical study. The gradual decline of doctor-patient communication skills and professional attitudes and behaviour have steadily been observed in all countries across the globe.