{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T08:53:12Z","timestamp":1791276792517,"version":"4.1.0"},"reference-count":25,"publisher":"Springer Science and Business Media LLC","issue":"10","license":[{"start":{"date-parts":[[2026,9,19]],"date-time":"2026-09-19T00:00:00Z","timestamp":1789776000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,9,19]],"date-time":"2026-09-19T00:00:00Z","timestamp":1789776000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"University of Gothenburg","id":[{"id":"https:\/\/ror.org\/01tm6cn81","id-type":"ROR","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Eur J Clin Pharmacol"],"published-print":{"date-parts":[[2026,10]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>Pharmacotherapy is a core competence for physicians and case-based learning is a valuable teaching method for developing this competence. This study explored medical students\u2019 views on structuring pharmacotherapeutic education around either the Prescribing Optimization Method (POM), starting from the medication list, or the World Health Organization (WHO) 6-Step Model, starting from the patient\u2019s presentation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Students who had experienced both the POM and the WHO 6-Step Model, featuring cases involving multiple medications, during an elective pharmacology clerkship at the University of Bologna, were invited to complete an anonymous questionnaire. Participants rated their agreement with a statement regarding the usefulness of each structure for developing pharmacotherapeutic knowledge (1\u2009=\u2009strongly disagree, 5\u2009=\u2009strongly agree), indicated their preferred structure, and provided comments explaining their choice and contexts in which each structure was considered useful.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      All students participating in the clerkship shared their views (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200927). Their ratings of each structure\u2019s usefulness for developing pharmacotherapeutic knowledge were 4.3\u2009\u00b1\u20090.8 (POM) and 4.1\u2009\u00b1\u20091.1 (WHO). Thirteen students preferred the POM, often referring to its comprehensive medication focus in the context of polypharmacy, and the value of such guidance in the undergraduate learning process. Twelve students preferred the WHO 6-Step Model, often referring to its alignment with clinical practice and the learning it offers for their future professional role.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Students perceived both structures as useful for pharmacotherapeutic learning; future studies should examine whether these approaches improve prescribing competence or therapeutic reasoning performance.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1007\/s00228-026-04184-7","type":"journal-article","created":{"date-parts":[[2026,9,19]],"date-time":"2026-09-19T03:48:41Z","timestamp":1789789721000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Case-based pharmacotherapeutic learning structured around the prescribing optimization method and the WHO 6-step model: Medical students\u2019 views from an exploratory questionnaire study"],"prefix":"10.1007","volume":"82","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-8962-5380","authenticated-orcid":false,"given":"Massimiliano","family":"Carifi","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fabio","family":"Furch\u00ec","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Naldy","family":"Parodi L\u00f3pez","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Joost D.","family":"Pi\u00ebt","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jelle","family":"Tichelaar","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fabrizio","family":"De Ponti","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7238-1680","authenticated-orcid":false,"given":"Susanna M.","family":"Wallerstedt","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,9,19]]},"reference":[{"issue":"1","key":"4184_CR1","doi-asserted-by":"publisher","first-page":"1360","DOI":"10.1186\/s12909-024-06310-4","volume":"24","author":"MG Hartjes","year":"2024","unstructured":"Hartjes MG, Richir MC, Cazaubon Y, Donker EM, van Leeuwen E, Likic R, Pers YM, Pi\u00ebt JD, De Ponti F, Raasch W, van Rosse F, Rychl\u00edckov\u00e1 J, Sanz EJ, Schwaninger M, Wallerstedt SM, de Vries T, van Agtmael MA, Tichelaar J (2024) Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing. 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