Enhancing Student Empathetic Engagement, History-Taking, and Communication Skills During Electronic Medical Record Use in Patient Care

LoSasso, Alisa Alfonsi; Lamberton, Courtney E.; Sammon, Mary; Berg, Katherine; Caruso, John W.; Cass, Jonathan L.; Hojat, Mohammadreza

doi:10.1097/acm.0000000000001476

Cited by 28 publications

(46 citation statements)

References 17 publications

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“…2 shows a remarkable increase in the number of studies available per year since 1980, with a striking increase of 122% between periods 2000–2009 and 2010–2017. Most studies were featured in the Americas (n = 25) [ [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] , [47] , [48] , [49] , [50] ], followed closely by Europe (n = 24) [ [51] , [52] , [53] , [54] , [55] , [56] , [57] , [58] , [59] , [60] , [61] , [62] , [63] , [64] , [65] , [66] , [67] , [68] , [69] , [70] , [71] , [72] , [73] , [74] ]. Specifically, the majority were carried out in the United States (US) (n = 23) [ [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , …”

Section: Resultsmentioning

confidence: 99%

“…Variability was observed in the disclosure of further participant demographic information, specifically concerning first language, gender and mean age. Only 24 papers specified whether students had previous experience in NTS learning [ 26 , 28 , 32 , 35 , 39 , 41 , 44 , 45 , 52 , 55 , 61 , 63 , 64 , [67] , [68] , [69] , [74] , [75] , [76] , [77] , [78] , [79] , [80] , [81] ].…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

View full text Add to dashboard Cite

show abstract

“…It is important that students know how to communicate effectively within the EPR and know when to adjust their modality of communication according to the situation [36]. Training related to EPR communication has also been shown to improve history taking skills and empathetic engagement in patient care [37].…”

Section: Discussionmentioning

confidence: 99%

Using electronic patient records: defining learning outcomes for undergraduate education

Pontefract

Wilson

2019

BMC Med Educ

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BackgroundHealthcare professionals are required to access, interpret and generate patient data in the digital environment, and use this information to deliver and optimise patient care. Healthcare students are rarely exposed to the technology, or given the opportunity to use this during their training, which can impact on the digital competence of the graduating workforce. In this study we set out to develop and define domains of competence and associated learning outcomes needed by healthcare graduates to commence working in a digital healthcare environment.MethodA National Working Group was established in the UK to integrate Electronic Patient Records (EPRs) into undergraduate education for healthcare students studying medicine, pharmacy, nursing and midwifery. The working group, comprising 12 academic institutions and representatives from NHS England, NHS Digital and EPR system providers, met to discuss and document key learning outcomes required for using EPRs in the healthcare environment. Outcomes were grouped into six key domains and refined by the group prior to external review by experts working in medical education or with EPRs.ResultsSix key domains of competence and associated learning outcomes were identified and defined. External expert review provided iterative refinement and amendment. The agreed domains were: 1) Digital Health: work as a practitioner in the digital healthcare environment; 2) Accessing Data: access and interpret patient data to inform clinical decision-making; 3) Communication: communicate effectively with healthcare professionals and patients in the digital environment; 4) Generating data: generate data for and about patients within the EPR; 5) Multidisciplinary working: work with healthcare professionals with and alongside EPRs; and 6) Monitoring and audit: monitor and improve the quality and safety of healthcare.ConclusionThe six domains of competence and associated learning outcomes can be used by academics to guide the integration of EPRs into undergraduate healthcare programmes. This is key to ensuring that the future healthcare workforce can work with and alongside EPRs.Electronic supplementary materialThe online version of this article (10.1186/s12909-019-1466-5) contains supplementary material, which is available to authorized users.

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“…We surmise that this incongruity in documentation could reflect that palliative care consult teams may be beneficial in clarifying these crucial aspects of care, which is reflected in the EMR, therefore improving the informed consent process of inpatients with life-limiting illness on various forms of life support. A recent study in Academic Medicine demonstrated that medical student training in EMR-specific communication improved “empathetic engagement…and communication skills.” 16 This intimates that additional training in utilization of the EMR as a communication tool could be advantageous for highlighting patient preferences and interteam communication.…”

Section: Discussionmentioning

confidence: 97%

Documentation of Crucial Information Relating to Critically Ill Patients

Bear

Thiel

2017

J Palliat Care

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Enhancing Student Empathetic Engagement, History-Taking, and Communication Skills During Electronic Medical Record Use in Patient Care

Abstract: The findings suggest that a simple intervention providing specialized training in EMR-specific communication can improve medical students' empathic engagement in patient care, history-taking skills, and communication skills.

Cited by 28 publications

References 17 publications

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Using electronic patient records: defining learning outcomes for undergraduate education

Documentation of Crucial Information Relating to Critically Ill Patients

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