Abstracts From the Proceedings of the 2014 Annual Meeting of the Clerkship Directors of Internal Medicine (CDIM)

Denton, G. Dodd; Shaheen, Amy W.; Lee, Wei Wei; Esquivel, Ernie; Kelly, William F.; Levine, Diane; Muntz, Martin; Yepes-Rios, Monica; LaRochelle, Jeffrey

doi:10.1080/10401334.2015.1044752

Cited by 3 publications

(4 citation statements)

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“…After conducting a literature review of best practices for patient-centered communication use, we developed a comprehensive patient-centered EHR use curriculum for medical students at the Pritzker School of Medicine as part of the second-year clinical skills course [ 20 , 21 ]. This curriculum consisted of a 1-hour interactive lecture addressing the impact of EHR use on patient-provider communication and summarized best practices using the HUMAN LEVEL mnemonic (ie, “Honor the golden minute” to elicit patients’ concerns before engaging the EHR) ( Table 1 ) [ 7 , 20 , 22 , 23 ].…”

Section: Methodsmentioning

confidence: 99%

“…The above curriculum has successfully become an ongoing part of the Pritzker School of Medicine clinical skills course since 2013; however, it is time- and resource-intensive, thus limiting its direct application to all institutional postgraduate trainees [ 21 ]. As such, we consolidated the key themes and practical points of the training into a brief 15- to 20-minute, 8-slide curriculum on key patient-centered EHR use skills targeting postgraduate trainees.…”

Section: Methodsmentioning

confidence: 99%

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Integrating Patient-Centered Electronic Health Record Communication Training into Resident Onboarding: Curriculum Development and Post-Implementation Survey Among Housestaff

Alkureishi¹,

Lee²,

Webb³

et al. 2018

JMIR Med Educ

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BackgroundElectronic health record (EHR) use can enhance or undermine the ability of providers to deliver effective, humanistic patient-centered care. Given patient-centered care has been found to positively impact patient health outcomes, it is critical to provide formal education on patient-centered EHR communication skills. Unfortunately, despite increasing worldwide EHR adoption, few institutions educate trainees on EHR communication best practices.ObjectiveThe goal of this research was to develop and deliver mandatory patient-centered EHR training to all incoming housestaff at the University of Chicago.MethodsWe developed a brief patient-centered EHR use curriculum highlighting best practices based on a literature search. Training was embedded into required EHR onboarding for all incoming housestaff (interns, residents, and fellows) at the University of Chicago in 2015 and was delivered by institutional Clinical Applications Trainers. An 11-item posttraining survey consisting of ten 5-point Likert scale questions and 1 open-ended question was administered. Responses at the high end of the scale were grouped to dichotomize data.ResultsAll 158 of the incoming 2015 postgraduate trainees participated in training and completed surveys (158/158, 100.0%). Just over half (86/158, 54.4%) were interns and the remaining were residents and fellows (72/158, 45.6%). One-fifth of respondents (32/158, 20.2%) were primary care trainees (defined as internal medicine, pediatric, and medicine-pediatric trainees), and the remaining 79.7% (126/158) were surgical or specialty trainees. Self-perceived pre- versus posttraining knowledge of barriers, best practices, and ability to implement patient-centered EHR skills significantly increased (3.1 vs 3.9, P<.001 for all). Most felt training was effective (90.5%), should be required (86.7%), and would change future practice as a result (70.9%). The only significant difference between intern and resident/fellow responses was prior knowledge of patient-centered EHR use barriers; interns endorsed higher prior knowledge than resident peers (3.27 vs 2.94 respectively, P=.03). Response comparison of specialty or surgical trainees (n=126) to primary care trainees (n=32) showed no significant differences in prior knowledge of barriers (3.09 vs 3.22, P=.50), of best practices (3.08 vs 2.94, P=.37), or prior ability to implement best practices (3.11 vs 2.84, P=.15). Primary care trainees had larger increases posttraining than surgical/specialty peers in knowledge of barriers (0.8 vs 0.7, P=.62), best practices (1.1 vs 0.8, P=.08), and ability to implement best practices (1.1 vs 0.7, P=.07), although none reached statistical significance. Primary care trainees also rated training as more effective (4.34 vs 4.09, P=.03) and felt training should be required (4.34 vs 4.09, P=.10) and would change their future practice as a result (4.13 vs 3.73, P=.02).ConclusionsEmbedding EHR communication skills training into required institutional EHR training is a novel and effective way to teach key EHR skills t...

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Integrating Patient-Centered Electronic Health Record Communication Training into Resident Onboarding: Curriculum Development and Post-Implementation Survey Among Housestaff

Alkureishi¹,

Lee²,

Webb³

et al. 2018

JMIR Med Educ

View full text Add to dashboard Cite

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“…This is the first study to describe the impact of a HVC curriculum on medical students' ordering practices as opposed to monitoring others' care practices [12]. Students were highly satisfied with the curriculum and reported improved confidence in the adequacy of their HVC education.…”

Section: Discussionmentioning

confidence: 93%

Effect of a high value care curriculum on standardized patient exam in the Core Clerkship in Internal Medicine

et al. 2020

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Background With almost 20% unnecessary spending on healthcare, there has been increasing interest in high value care defined as the best care for the patient, with the optimal result for the circumstances, delivered at the right price. The American Association of Medical Colleges recommend that medical students are proficient in concepts of cost-effective clinical practice by graduation, thus leading to curricula on high value care. However little is published on the effectiveness of these curricula on medical students’ ability to practice high value care. Methods In addition to the standard curriculum, the intervention group received two classroom sessions and three virtual patients focused on the concepts of high value care. The primary outcome was number of tests and charges for tests on standardized patients. Results 136 students enrolled in the Core Clerkship in Internal Medicine and 70 completed the high value care curriculum. There were no significant differences in ordering of appropriate tests (3.1 vs. 3.2 tests/students, p = 0.55) and inappropriate tests (1.8 vs. 2.2, p = 0.13) between the intervention and control. Students in the intervention group had significantly lower median Medicare charges ($287.59 vs. $500.86, p = 0.04) and felt their education in high value care was appropriate (81% vs. 56%, p = 0.02). Conclusions This is the first study to describe the impact of a high value care curriculum on medical students’ ordering practices. While number of inappropriate tests was not significantly different, students in the intervention group refrained from ordering expensive tests.

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“…Several medical schools have successfully implemented patient safety training into their clinical clerkships [ 10 – 12 ]. In a curriculum designed for senior medical students in the United Kingdom, Patey et al evaluated students’ knowledge, attitudes, and behaviors before and one year after completing a 5-h modular curriculum on understanding error in health care.…”

Section: Introductionmentioning

confidence: 99%

Integrating patient safety education into early medical education utilizing cadaver, sponges, and an inter-professional team

et al. 2018

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BackgroundIntroducing patient safety and quality improvement science to medical students is integral to improving healthcare. However, developing and implementing a patient safety curriculum can be challenging in a medical school curriculum that is already densely packed. Our aim was to develop and evaluate the impact of a workshop introducing patient safety and quality improvement science to a large class of first-year medical students.MethodAs a part of an evolving longitudinal patient safety curriculum, an introductory workshop on patient safety was integrated into an anatomy course. A high impact event (a simulated “retained sponge” discovery during an anatomy dissection lab) was used to introduce medical error. The educational session which followed consisted of a presentation by an interprofessional team utilizing the retained sponge as example of an error. Use of safety tools was introduced and quality improvement science was discussed using the evolution of methods to decrease retained foreign objects during surgery. A patient’s story told by a close family member about the personal impact of medical errors was presented. Students then participated in an interactive breakout activity and completed a module on safety. The impact of the workshop was assessed through pre- and post- session tests.ResultsQuantitative and qualitative evaluation reflected a positive effect of the session in improving students’ safety knowledge and attitudes. Students’ mean total knowledge improved from 7.58 to 8.98 (p = 0.000). Mean total attitudes score improved from 47.73 to 50.56 (p = 0.000). Students’ comments after the workshop reflected increased awareness and appreciation of the importance of addressing medical errors.ConclusionA workshop introducing patient safety and quality improvement to first year medical students improved knowledge and attitudes regarding safety and increased awareness of the importance of addressing medical errors in their future careers. Integrating patient safety education into an existing foundational science course is a model for teaching patient safety at other medical schools.

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Abstracts From the Proceedings of the 2014 Annual Meeting of the Clerkship Directors of Internal Medicine (CDIM)

Cited by 3 publications

References 0 publications

Integrating Patient-Centered Electronic Health Record Communication Training into Resident Onboarding: Curriculum Development and Post-Implementation Survey Among Housestaff

Integrating Patient-Centered Electronic Health Record Communication Training into Resident Onboarding: Curriculum Development and Post-Implementation Survey Among Housestaff

Effect of a high value care curriculum on standardized patient exam in the Core Clerkship in Internal Medicine

Integrating patient safety education into early medical education utilizing cadaver, sponges, and an inter-professional team

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