Abstract

'Shush! I am counting!' The impact of distraction on medical students' ability to perform drug dose calculations

Author(s): Anna Leerssen, Judith Wylie, William Scott, Gerry Gormley

Background: Doctors are often interrupted during the course of their clinical activities and it is likely that such distractions contribute to medication related errors. However, the impact of distraction on an individual’s ability to perform drug related calculations has never been formally tested.

Aim: This study aims to assess the impact of cognitive distraction on medical student’s drug calculation abilities.

Methods: Medical students were randomised into either an intervention (distraction) or control group. Participant’s base line numeracy ability was measured. Both groups were asked to perform a series of drug related calculations. However, in the intervention group a series of ‘clinical statements’ were read out and participants had to remember these statements whilst performing the drug calculations. The control group performed the same drug calculations, but in a quiet environment.

Results: Those participants who were distracted had a significantly lower score in the drug calculation test (P < 0.005). Objectively measuring participant’s numeracy ability correlated with their performance in the drug calculation test for both the distraction (P < 0.01) and control groups (P = 0.001).

Conclusion: Cognitive distraction appears to have a negative impact on medical student’s ability to perform drug related calculations. Non-technical skill training, such as dealing with interruptions, should be an integral part of the medical curriculum.