Deprescribing: An educational imperative

Abstract

The Bruyère Evidence-Based Deprescribing Guideline Symposium included a forum on health professional education that brought together health professionals, researchers, professional organization representatives and public members. The goal was to facilitate partnerships among educators and to build knowledge, skills and support for behaviour change to integrate the use of evidence-based deprescribing guidelines into health care professional education. Participant discussions were analyzed under the thematic headings of teaching, learning, and assessment, impact of heuristics in learning, the importance of patient/public understanding and the role of leadership in enabling curricular change to include deprescribing. Deprescribing is considered to be on a continuum with prescribing, and it was recognized that related skills are not consistently taught or assessed, which may be interpreted by learners and health professionals as being less important than diagnostic or other skills. Strategies used currently to teach prescribing may also imply that it is a technical skill, not enabling learners to understand that prescribing and deprescribing involve complex tasks requiring patient consultation. Social barriers to deprescribing were also discussed and the importance of patient perspective in teaching prescribing/deprescribing was recognized. Based on the symposium discussions, the authors make several recommendations that include better teaching of optimal prescribing and deprescribing within an interprofessional context, that education be supported from the pre-licensure, post-graduate levels through to continuing professional development, and that assessment, demonstrating competence in prescribing and deprescribing, be embedded within programs.

Keywords: Continuing professional development; Deprescribing; Guidelines; Health professional education; Pre-licensure; Prescribing.