Background: Medication use process in the emergency department (ED) can be challenging and the risk for medication error (ME) to occur is high. In Malaysia, several studies on ME have been conducted in various hospital settings. However, little is known about the prevalence of ME in emergency department (ED) in these hospitals. The objective of this study was to determine the prevalence and characteristics of ME at an ED of a teaching hospital in Malaysia. Methods: A cross-sectional study was conducted over the period of 9 weeks in patients who visited the ED of Hospital Universiti Sains Malaysia (HUSM), Kelantan, Malaysia. Data on patient medication orders and demographic information was collected from the doctor’s clerking sheet. Observations were made on nursing activities and these were documented in the data collection form. Other information related to the administration of medications were obtained from the nursing care records. Results: Observations and data collections were made for 547 patients who fulfilled the study criteria. From these, 311 patient data were randomly selected for analysis. Ninety-five patients had at least one ME. The prevalence of ME was calculated to be 30.5%. The most common types of ME were wrong time error (46.9%), unauthorized drug error (25.4%), omission error (18.5%) and dose error (9.2%). The most frequently drug associated with ME was analgesics. No adverse event was observed. Conclusions: The prevalence of ME in our ED setting was moderately high. However, the majority of them did not result in any adverse event. Intervention measures are needed to prevent further occurrence.

Purpose: Radiology teaching via the traditional lecture (TL) is susceptible to a decline in focus and engagement, leading to compromised training and competency. In this study, we investigated the teaching of radiology topics via informal cooperative learning (ICL). Materials and Methods: We randomly delivered teaching via the TL or the ICL to four clinical group of thirteen third-year undergraduate medical students. The study involved eleven radiology topics throughout one academic year. For each topic, two groups underwent the TL while the other two learned via the ICL. All students underwent a pre-test at the beginning of each class, consist of One Best Answer (OBA) and Objectively Structured Clinical Examination (OSCE) to assess knowledge and skills, respectively. They subsequently underwent post-tests with another OBA and OSCE assessments at the end of class and six weeks later. Results: Students who learned from the ICL classes scored significantly higher in the knowledge assessment immediately post-teaching, six weeks later, and the overall score regardless of time. Assessments of skills showed no statistically significant difference between the two teaching methods. However, for both the ICL and TL, post-teaching scores of knowledge and post-teaching scores of skills were significantly higher than the pre-test. Conclusion: Our study provides empirical evidence on the superior competency of undergraduate radiological skills through the ICL. The findings signify the need to engineer competent doctors via innovative clinical training. The novel experience from this study better-orientate radiology teaching and contribute to the broader field of medical education, clinical practice, and patient safety.