Figure 3.

Blueprint of an integrated context‐based European core curriculum in clinical pharmacology and therapeutics describing when and how learning outcomes might be taught and assessed during the early (i.e., years 1–3 in Europe and years 1–2 in the USA) and later years (i.e., years 4–6 in Europe and years 3–4 in the USA) of the medical curriculum. Journal clubs refer to discussing the scientific CPT literature in small groups of students in order to teach critical appraisal skills. Case‐based discussion groups involve discussing written patient cases in small groups of students together with a tutor. Role‐playing sessions refers to conducting therapeutic consultations with simulated patients. Pre‐prescribing seminars involve medical students writing instructions on in‐patient drug charts, which have to be validated by a doctor before drugs are dispensed. Prescribing tutorials involve ward‐based practical tutorials about common therapeutic problems and high‐risk medicines for medical students during clinical attachments. Student‐run clinics are real‐patient clinics designed to teach and train prescribing skills grounded in a real‐life context and to provide students with early clinical experience and responsibility under the supervision of a senior clinician. Workplace‐based assessment entails direct observation of prescribing in clinical practice under the supervision of a senior clinician. OSCE, objective structured clinical examination.