Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Abstract

Background: Pharmacy graduates are expected to be practice-ready to deliver quality patient care, which includes having comprehensive knowledge of health informatics and electronic medical records (EMRs). The purpose of this study was to (1) incorporate an EMR within a pharmacy student assignment, and (2) assess student perceptions of use of the EMR. Methods: Student pharmacists received a patient-specific drug-related question and were required to use an EMR to provide an accurate response. Following completion of the assignment, students were invited to complete a retrospective, pre-post survey instrument to collect their perceptions. Results: Only 28.8% of respondents reported prior experience using an EMR. Student perceptions about use of an EMR within the didactic setting significantly improved from before to after the assignment. Differences were found in respondents who agreed that didactic use of an EMR increased their confidence in obtaining information from an EMR (20.5% to 82.8%) and improved their knowledge of EMR systems (61.4% to 89.3%). Conclusions: Implementation of an EMR within didactic instruction may serve as the first exposure to health informatics for students and positively impacts student perceptions of these tools prior to entry into pharmacy practice.

Digital literacy in undergraduate pharmacy education: a scoping review

“…Students analyzed the data to produce an accurate response to a patient-specific medication query. 51 Students’ perceptions of their knowledge and confidence in using EHR were reported to have improved (from 61.4% to 89.3% and 20.5% to 82.8%, respectively). 51 Similarly, Neumann-Podczaska et al 48 described an interprofessional telemedicine project, where pharmacy students engaged with medical students in teleconsultations and evidence-based recommendation.…”

“… 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 .…”

“…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.…”

“…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 …”

“…Wasynczuk and Sheehan 51 integrated a teaching EHR system within a pharmacy school, giving students access to a simulated patient’s medication history and medical record. Students analyzed the data to produce an accurate response to a patient-specific medication query.…”