TY  - JOUR
T1  - Educational Interventions to Improve Pharmacy Learners’ Recognition and Management of Prescribing and Dispensing Errors: A Systematic Review of Performance Outcomes, Retention, and Transfer to Practice
A1  - Grace Okafor
A1  - Martin Jensen
A1  - Elena Rossi
A1  - David Park
JF  - Annals of Pharmacy Education, Safety, and Public Health Advocacy
JO  - Ann Pharm Educ Saf Public Health Advocacy
SN  - 3108-4850
Y1  - 2026
VL  - 6
IS  - 2
DO  - 10.51847/oB0pGxgUmI
SP  - 213
EP  - 224
N2  - To examine educational interventions addressing pharmacy learners' recognition and management of prescribing and dispensing errors, with particular attention to demonstrated performance, retention of learning, and transfer into clinical and pharmacy practice. A systematic review was conducted in accordance with PRISMA 2020. PubMed/MEDLINE, Scopus, and ERIC were searched for literature published from 2017 through 2025 using terms for pharmacy education, medication errors, prescribing, dispensing, simulation, order verification, and assessment. Thirty-eight unique records were screened; six reports underwent full-text review and four studies met the inclusion criteria. Data were extracted by outcome domain, assessment timing, and setting, and findings were synthesized narratively because of methodological and outcome heterogeneity. Four studies evaluated electronic medication-order verification, alert-based simulation, virtual medication verification, or sterile-compounding accuracy checking. The prescribing-focused studies reported improved performance or more appropriate responses under simulated conditions, although design differences limited cross-study comparison. The dispensing-focused study showed no improvement in first-attempt accuracy in the later cohort but better remediation performance. Evidence of long-term retention was limited, and no included study evaluated authentic workplace transfer. Simulation and electronic medication-verification activities can strengthen selected error-recognition and management tasks, but effects are task-specific and supported mainly by nonrandomized, simulation-based evidence. Future studies should incorporate delayed reassessment and authentic practice outcomes.
UR  - https://smerpub.com/article/educational-interventions-to-improve-pharmacy-learners-recognition-and-management-of-prescribing-an-xxhwqciagw3t4gm
ER  -