Implementation and justification of a curriculum-wide electronic health record platform

Perkins, Scott; Kimberly, K.; Bowers, Riley

doi:10.1016/j.cptl.2021.06.027

Cited by 3 publications

(6 citation statements)

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“… 14 Out of the 57 studies, 11 focused on digital literacy competency and skills. 14 , 24–28 , 39 , 40 , 47 , 58 , 62 , 68 The remaining studies covered various aspects of digital literacy education, including 23 studies on Electronic Health Record (EHR) skills, 22 , 30 , 32 , 33 , 35–38 , 41 , 42 , 44–46 , 49–51 , 54 , 55 , 60 , 63–65 , 73 14 studies on pharmacy informatics courses, 19 , 21 , 29 , 31 , 34 , 52 , 59 , 61 , 66 , 67 , 69–72 4 studies discussed tele-pharmacy, 20 , 43 , 48 , 53 3 studies on mobile health (mHealth), 18 , 23 , 27 and 2 studies covered Prescription Drug Insurance tools. 56 , 57 Additional details about the characteristics of the included studies can be found in Table S4 .…”

Section: Resultsmentioning

confidence: 99%

“…Lastly, studies highlighted the application of informatics principles and DHTs in delivering patient-centered care and promoting interprofessional collaboration. This included enhancing documentation skills, 22 , 37 , 54 , 55 , 60 analysis and interpretation of data using digital technology, 18 , 20 , 22 , 23 , 30 , 32 , 35 , 38 , 49 , 51 , 56 , 57 , 60 , 63 , 73 and skills related to using digital systems for prescription verification, and medication safety monitoring. 41 , 42 , 49 Interprofessional collaboration was developed through telehealth consultations, which required communication and collaboration within interprofessional teams for medication management.…”

Section: Resultsmentioning

confidence: 99%

“…This included enhancing documentation skills, 22 , 37 , 54 , 55 , 60 analysis and interpretation of data using digital technology, 18 , 20 , 22 , 23 , 30 , 32 , 35 , 38 , 49 , 51 , 56 , 57 , 60 , 63 , 73 and skills related to using digital systems for prescription verification, and medication safety monitoring. 41 , 42 , 49 Interprofessional collaboration was developed through telehealth consultations, which required communication and collaboration within interprofessional teams for medication management. 56 , 57 Multi-disciplinary projects involved developing an mHealth app prototype for smartphones that facilitated engagement with software engineers to address mobile technology requirements and find innovative solutions.…”

Section: Resultsmentioning

confidence: 99%

“…The majority of the studies employed a blended learning approach. 18 , 20–23 , 27 , 30–35 , 37 , 38 , 41–44 , 46 , 48 , 49 , 51 , 53–57 , 60 , 61 , 63–65 , 70–73 Blended learning approaches combined traditional face-to-face instruction with technology-mediated instruction, such as using digital technologies in the classroom, 20 , 22 , 23 , 27 , 30–32 , 34 , 35 , 37 , 38 , 41–44 , 46 , 48 , 49 , 51 , 53 , 54 , 56 , 60 , 61 , 63–65 , 70–73 providing remote access to DHTs, 33 , 55 , 57 and giving access to prerecorded online material. 18 , 21 , 42 , 74 …”

Section: Resultsmentioning

confidence: 99%

“…Presentation of a patient plan based on information retrieved from a digital system. This included several components such as completing Subjective, Objective, Assessment, and Plan (SOAP) notes, 22 , 37 , 38 , 54 , 55 , 60 , 64 submitting handwritten progress notes of simulated cases, 33 , 35 , 41 , 63 using EHRs to respond to patient-specific questions, 51 , 73 presenting a simulated patient case to other students in a grand round format, 49 and comparing prescription drug plans on an EHR system before choosing the most option. 56 , 57 …”

Section: Resultsmentioning

confidence: 99%

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Digital literacy in undergraduate pharmacy education: a scoping review

Alowais,

Rudd,

Besa

et al. 2023

Journal of the American Medical Informatics Association

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Objectives Conduct a scoping review to identify the approaches used to integrate digital literacy into undergraduate pharmacy programs across different countries, focusing on methods for education, training, and assessment. Materials and methods Following the Joanna Briggs Institute methodology, we searched 5 electronic databases in June 2022: MEDLINE (Ovid), PubMed, Embase, Scopus, and CINAHL. Three independent reviewers screened all articles; data extraction was conducted by 2 reviewers. Any discrepancies were arbitrated by 2 additional reviewers. Results Out of 624 articles, 57 were included in this review. Educational and training approaches for digital literacy in undergraduate pharmacy programs encompassed a theoretical understanding of health informatics, familiarization with diverse digital technologies, and applied informatics in 2 domains: patient-centric care through digital technologies, and the utilization of digital technologies in interprofessional collaboration. Blended pedagogical strategies were commonly employed. Assessment approaches included patient plan development requiring digital information retrieval, critical appraisal of digital tools, live evaluations of telehealth skills, and quizzes and exams on health informatics concepts. External engagement with system developers, suppliers, and other institutes supported successful digital literacy education. Discussion and conclusion This scoping review identifies various learning objectives, teaching, and assessment strategies to incorporate digital literacy in undergraduate pharmacy curricula. Recommendations include acknowledging the evolving digital health landscape, ensuring constructive alignment between learning objectives, teaching approach and assessments, co-development of digital literacy courses with stakeholders, and using standardized guidelines for reporting educational interventions. This study provides practical suggestions for enhancing digital literacy education in undergraduate pharmacy programs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Digital literacy in undergraduate pharmacy education: a scoping review

Alowais,

Rudd,

Besa

et al. 2023

Journal of the American Medical Informatics Association

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Charting a course: Use of Electronic Health Records in skills‐based pharmacy education

Ives,

Maes,

Sawyer

et al. 2024

J Am Coll Clin Pharm

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IntroductionCompetent navigation of an electronic health record (EHR) has become a critical skill for health professionals, and pharmacists need to be adept in EHR utilization given the extent of EHR involvement in routine medication management. Limited data exists related to current approaches to teaching EHR skills in pre‐Advanced Pharmacy Practice Experiences (pre‐APPE) pharmacy curricula.ObjectivesThe purpose of this study was to describe activities, utilization, and barriers to implementation of teaching EHRs (tEHRs) into pharmacy curricula in skills‐based courses.MethodsFaculty members of the Big Ten Academic Alliance Skills‐Based Education and Assessment Collaborative (BTAA‐SBEAC) were surveyed. The questionnaire included open‐ended questions related to tEHR type, curriculum placement, and current use of tEHRs, as well as barriers to incorporation of tEHRs in the curriculum. Inductive content analysis was used to evaluate qualitative responses.ResultsA representative from all 10 colleges within the BTAA responded. Most programs focused on EHR teaching in the second and third years of the curriculum. All respondents reported having access to a tEHR for internal case building. The tEHR was used by all institutions to allow students to practice in gathering patient information as the first step in the Pharmacists' Patient Care Process. Other activities commonly performed using the tEHR included patient care documentation, medication order verification, prescription processing, and medication reconciliation. Faculty time and cost were barriers identified for successful tEHR implementation.ConclusionMultiple skills are taught through the utilization of a tEHR among the colleges within the BTAA. These activities vary between institutions, and barriers exist that limit expansion and consistent integration across a skills‐based curriculum. Recognition of EHR utilization as an essential pharmacy skill can allow for development of formalized learning outcomes, leading to better support and integration throughout skills‐based courses.

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Teaching digital interprofessional collaboration

Cresswell,

Walker,

Harrison

et al. 2023

The Clinical Teacher

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BackgroundInterprofessional communication in Australian clinical practice has recently shifted from paper records to electronic medical records (EMRs), and there is therefore a need for universities to prepare health graduates for digital communication.ApproachAn interprofessional team co‐designed and co‐facilitated an online interprofessional activity for third year pharmacy and fifth year medical students utilising a simulated EMR (EHR Go™). Students completed a series of profession‐specific tasks relating to a simulated patient, then came together in interprofessional groups of 10–12 to establish a collaborative medication charting plan.EvaluationA total of 640 students participated in the activity, of which 60% (386/640) were medical students. Immediately after the interprofessional workshop, students were invited to complete a voluntary anonymous evaluation. Five‐point Likert scales were used to rate the relevance to practice, achievement of learning outcomes, organisation and overall quality of the activity. Students were also asked to contribute qualitative feedback. Of the participants, 28% (180/640) completed the survey, and 53% (96/180) of respondents were medical students. A majority of survey respondents agreed or strongly agreed that the activity was relevant to practice (94%; 170/180), achieved the learning outcomes (84%; 151/180), was well organised (74%; 133/180) and was a quality learning experience (79%; 143/180). The positive feedback focused on appreciating the opportunity to discuss with interdisciplinary colleagues the rationale for admission medications. Constructive feedback included the need for clearer directives regarding pre‐workshop activities.ImplicationsThis interprofessional education (IPE) activity presents a feasible, innovative approach to teaching pharmacy and medical students digital communication and collaboration using a simulated EMR. Overall, a majority of learners were satisfied with the learning experience and felt that the IPE activity achieved the learning outcomes and was relevant to practice.

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Implementation and justification of a curriculum-wide electronic health record platform

Cited by 3 publications

References 4 publications

Digital literacy in undergraduate pharmacy education: a scoping review

Digital literacy in undergraduate pharmacy education: a scoping review

Charting a course: Use of Electronic Health Records in skills‐based pharmacy education

Teaching digital interprofessional collaboration

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