Exploring the impact of prescribing error feedback on prescribing behaviour: a qualitative study


Research output: Contribution to journalArticle (journal)peer-review

5 Downloads (Pure)


To explore the impact of pharmacist-led feedback on prescribing behaviour.

Semi-structured interviews were conducted with doctors who had received prescribing error feedback. A topic guide was used to explore the type of error and what impact feedback was having on prescribing behaviour. All interviews were transcribed verbatim and analysed thematically using a framework approach.

Twenty-three prescribers were interviewed and 65 errors discussed over 38 interviews. Key themes included; affective behaviour, learning outcome, prescribing behaviour and likelihood of error recurrence. Feedback was educational whilst a range of adaptive prescribing behaviours were also reported. Prescribers were more mindful and engaged with the prescribing process whilst feedback facilitated reflection, increased self-awareness and informed self-regulation. Greater information and feedback-seeking behaviours were reported whilst prescribers also reported greater situational awareness, and that they were making fewer prescribing errors following feedback.

Pharmacist-led feedback was perceived to positively influence prescribing behaviour. Reported changes in prescriber behaviour resonate with the non-technical skills (NTS) of prescribing with prescribers adapting their prescribing behaviour depending on the environment and prescribing conditions. A model of prescribing is proposed with NTS activated in response to error provoking conditions. These findings have implications for prescribing education to make it a more contextualised educational process.
Original languageEnglish
Pages (from-to)545-554.
Number of pages10
JournalResearch in Social and Administrative Pharmacy
Issue number6
Early online date29 Jun 2017
Publication statusE-pub ahead of print - 29 Jun 2017


Dive into the research topics of 'Exploring the impact of prescribing error feedback on prescribing behaviour: a qualitative study'. Together they form a unique fingerprint.

Cite this