Electronic Health Records: How Will Students Learn if They Can't Practice?

Matson, Christine; Stephens, Mark B.; Steiner, Beat; Kozakowski, Stanley

doi:10.1370/afm.1716

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…In fact, students who accessed paper medical record mostly liked ability to access medical record effortlessly and ability to write more orders [ 5 ]. However, current transformation to EHR requires additional skills that not required from students when using traditional paper records like electronic ordering and using of CDSS [ 7 , 8 ]. Such question needs to be discussed extensively in literature.…”

Section: Discussionmentioning

confidence: 99%

“…However, transition to electronic health record (EHR) necessitate acquiring essential EHR-related competencies after graduation [ 6 ]. Medical students need to learn about several aspects of using EHRs, including recording patients’ medical histories and physical examination; documenting and ordering laboratory tests, radiology, medication, and consultation care; and understanding the method of using EHRs in specific hospitals [ 7 , 8 ]. Third-year medical students spend more than 4 h using EHRs and write, on average, three notes in medical records per day [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

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Medical students’ experience with accessing medical records in Saudi Arabia: a descriptive study

Almulhem

2021

BMC Med Educ

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Background Medical students can enhance their knowledge by accessing patients’ medical records and documenting patient care. This study assessed medical students’ access to paper medical records and electronic health records (EHRs) in Saudi Arabia and compared students’ experience of accessing paper medical records and EHR from their perspective. Methods This cross-sectional study enrolled second-year to intern medical students randomly from different medical colleges in Saudi Arabia. A self-developed survey was administered to them. It comprised 28 items in three sections: general information about medical students and their level of accessing medical records, their experience with the medical record system used in hospitals, and their preference for the medical record type. Results 62.8% of participants had access to medical records, with 66.1% of them having access to EHRs and 83.27% had read-only access. The EHR group and paper group mostly liked being able to reach medical records effortlessly (70.1% and 67.1%, respectively). The EHR group had a better experience compared to the paper group with U = 5200, Mean Rank = 122.73, P = .04. Students who trained in University – owned and National Guard hospitals had better experiences compared to students who trained in other hospitals with Mean Ranks =122.35, and 147.99, respectively. Conclusion Incorporating EHR access into the medical curriculum is essential for creating new educational opportunities that are not otherwise available to medical students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Medical students’ experience with accessing medical records in Saudi Arabia: a descriptive study

Almulhem

2021

BMC Med Educ

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“…6 Traditionally, student access to an EHR-no matter how limited-requires site-specific onboarding through in-person classes or electronic modules presented via learning management systems. 7 This onboarding rarely, if ever, provides certification that is portable across health systems using the same EHR, and students are often granted access that varies across the systems through which they rotate within medical school, with less than half being able to document in patient charts in all the hospitals in which they train. 8 We found no examples of systems that allow for portability of onboarding certification across institutions nor any that allow for competency-based assessment for students to demonstrate that they have skills necessary to avoid duplicative onboarding.…”

Section: Background and Significancementioning

confidence: 99%

Collaborating for Competency—A Model for Single Electronic Health Record Onboarding for Medical Students Rotating among Separate Health Systems

et al. 2018

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“…One of the reasons cited is their special status with the formal medical record that prevents them from having full access to the medical record [34]. These obstacles are relatively easily overcome and many institutions, including ours, are following AAMC's compliance advisory on this topic [35].…”

Section: Implications For Trainingmentioning

confidence: 99%

Using Technology to Enhance Patient‐Physician Interactions

Voran

2017

PM&R

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The computer is an integral part of a clinical office examination room. How a physician simultaneously uses the computer and interacts with patients will either enhance or deter patient engagement in areas of health maintenance and rehabilitation. With the growing emphasis on patient-centered care and management of chronic health conditions, patient engagement plays an ever-increasing role in U.S. health care. This paper reviews and discusses the 4 broad factors that influence the traditional physician-patient examination room interaction: physician computer/technology skills and dexterity, verbal and nonverbal communication, design and spatial arrangement, and hardware considerations. If used effectively, in-room technology will both enhance patient care and engender a greater degree of patient trust in their provider.

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Electronic Health Records: How Will Students Learn if They Can't Practice?

Cited by 5 publications

References 7 publications

Medical students’ experience with accessing medical records in Saudi Arabia: a descriptive study

Medical students’ experience with accessing medical records in Saudi Arabia: a descriptive study

Collaborating for Competency—A Model for Single Electronic Health Record Onboarding for Medical Students Rotating among Separate Health Systems

Using Technology to Enhance Patient‐Physician Interactions

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