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IntroductionElectronic health records (EHR) have become ubiquitous in emergency departments. Medical students rotating on emergency medicine (EM) clerkships at these sites have constant exposure to EHRs as they learn essential skills. The Association of American Medical Colleges (AAMC), the Liaison Committee on Medical Education (LCME), and the Alliance for Clinical Education (ACE) have determined that documentation of the patient encounter in the medical record is an essential skill that all medical students must learn. However, little is known about the current practices or perceived barriers to student documentation in EHRs on EM clerkships.MethodsWe performed a cross-sectional study of EM clerkship directors at United States medical schools between March and May 2016. A 13-question IRB-approved electronic survey on student documentation was sent to all EM clerkship directors. Only one response from each institution was permitted.ResultsWe received survey responses from 100 institutions, yielding a response rate of 86%. Currently, 63% of EM clerkships allow medical students to document a patient encounter in the EHR. The most common reasons cited for not permitting students to document a patient encounter were hospital or medical school rule forbidding student documentation (80%), concern for medical liability (60%), and inability of student notes to support medical billing (53%). Almost 95% of respondents provided feedback on student documentation with supervising faculty being the most common group to deliver feedback (92%), followed by residents (64%).ConclusionClose to two-thirds of medical students are allowed to document in the EHR on EM clerkships. While this number is robust, many organizations such as the AAMC and ACE have issued statements and guidelines that would look to increase this number even further to ensure that students are prepared for residency as well as their future careers. Almost all EM clerkships provided feedback on student documentation indicating the importance for students to learn this skill.

The number of medical students disclosing disabilities and requesting accommodations is increasing, [1][2][3] prompting new questions about performance of students with disabilities (SWD) on United States Medical Licensing Exam (USMLE) examination scores and to match into residency. Historical data on SWD suggest lower performance and extended time to graduation, 4,5 but little is known about whether category of disability and accommodation on the Step 1 examination impact performance, time to graduation, and match rates. Our aim was to determine performance outcomes and match to residency of medical SWD by category of disability and whether they received accommodations on Step 1. Conclusions:Barriers remain for medical students with cognitive/learning disabilities, which are partially mitigated by accommodations on board exams.

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