The Effect of Computerized Provider Order Entry on Medical Student Clerkship Experiences

Knight, Amy M.; Kravet, Steven J.; Harper, G. Michael; Leff, Bruce

doi:10.1197/jamia.m1839

Cited by 30 publications

(32 citation statements)

References 38 publications

(40 reference statements)

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“…Students desire training and the ability to practice and receive feedback on EHR. 15,16 Despite these findings, less than half of medical schools have written policies regarding student documentation in the electronic records.…”

Section: Introductionmentioning

confidence: 99%

Medical Student Documentation in Electronic Health Records: A Collaborative Statement From the Alliance for Clinical Education

Hammoud

Dalymple

Christner

et al. 2012

Teaching and Learning in Medicine

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Purpose:The electronic health record (EHR) is an important advancement in health care. It facilitates improvement of health care delivery and coordination of care, but it creates special challenges for student education. This article represents a collaborative effort of the Alliance for Clinical Education (ACE), a multidisciplinary group formed in 1992. ACE recognizes the importance of medical student participation in patient care including the ability of documentation. This article proposes guidelines that can be used by educators to establish expectations on medical student documentation in EHRs. Summary: To provide the best education for medical students in the electronic era, ACE proposes to use the Correspondence may be sent to Maya M. Hammoud, 1500E. Medical Center Drive, L4000 Von Voigtlander Women's Hospital, Ann Arbor, MI 48109, USA. E-mail: immaya@umich.edu following as practice guidelines for medical student documentation in the EHR: (a) Students must document in the patient's chart and their notes should be reviewed for content and format, (b) students must have the opportunity to practice order entry in an EHR-in actual or simulated patient cases-prior to graduation, (c) students should be exposed to the utilization of the decision aids that typically accompany EHRs, and (d) schools must develop a set of medical student competencies related to charting in the EHR and state how they would evaluate it. This should include specific competencies to be documented at each stage, and by time of graduation. In addition, ACE recommends that accreditation bodies such as the Liaison Committee for Medical Education utilize stronger language in their educational directives standards to ensure compliance with educational principles. This will guarantee that the necessary training and resources are available to ensure that medical students have the fundamental skills for lifelong clinical practice. Conclusions: ACE recommends that medical schools develop a clear set of competencies related to student documentation in the 257 258 M. HAMMOUD ET AL.

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Section: Introductionmentioning

confidence: 99%

Medical Student Documentation in Electronic Health Records: A Collaborative Statement From the Alliance for Clinical Education

Hammoud

Dalymple

Christner

et al. 2012

Teaching and Learning in Medicine

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“…Moreover, Inquiry API can be generated automatically, whenever the system displays a record entry that has been correlated to others resources, e.g., by means of an explicit hyperlink, or that is related to a medical handbook or local glossary, as in the case of abbreviations and acronyms. In this case, Inquiry API can help avoid and limit medication and transcription errors (Eslami et al 2008), as well as increase practitioners' access to educational materials (Rosenbloom et al 2005) and improve learning and knowledge retention (Knight et al 2005). Irrespectively of who or what creates it, Inquiry API is conceived to make practitioners aware of additional data that could help them interpret a specific inscription, in order to leverage what has been called redundancy by supplementary data (Cabitza et al 2005).…”

Section: Inquiry Apimentioning

confidence: 98%

Leveraging Coordinative Conventions to Promote Collaboration Awareness

Cabitza

Simone

Sarini

2009

Comput Supported Coop Work

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The paper discusses the conventions used by medical practitioners to improve their collaboration mediated by Clinical Records. The case study focuses on the coordinative conventions identified in two wards of an Italian hospital and highlights their role and importance in the definition of the requirements of any system supportive of collaborative work practices. These requirements are expressed in terms of the provision of artifact-mediated information that promotes collaboration awareness. The study identified several kinds of Awareness Promoting Information (API): the paper discusses how they can be conveyed both in the web of documental artifacts constituting a Clinical Record and in its computer-based counterpart, the Electronic Patient Record (EPR). The paper ends with the implications for the design of EPRs and for their integration with Hospital Information Systems in light of the findings.

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“…In doing so, clinicians can imply a linkage between entries of the patient record that can be as precise or ambiguous as needed [13]. Irrespectively of who or what creates Inquiry AP/KEI, this is conceived to make practitioners aware of additional data that could help them interpret a specific inscription, in order to leverage what has been called redundancy by supplementary data [12]; this positive redundancy is created in documents to facilitate practitioners' access to educational materials [38], improve their knowledge retention [28] and the learning of the specific notions and conventions that characterize a community of practice [46,16].…”

Section: Ap/kei For Context Interpretationmentioning

confidence: 99%

Active artifacts as bridges between context and community knowledge sources

Cabitza

Simone

2009

Proceedings of the Fourth International Conference on Communities and Technologies

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The aim of the paper is twofold: i) understanding how to provide additional information that is reflective of current organizational context in knowledge production and use; ii) proposing an architectural solution that can be applied to this need. To this aim, we introduce the concept of Active Knowledge Artifact (KA), i.e., an electronically augmented (i.e., active) artifact that puts together the archival functions of artifacts belonging to organizational ISs with context-and content-aware functionalities to promote collaboration awareness and support knowledge management. Through a case study in the hospital domain, we illustrate an approach where documents are augmented with information intended to support context interpretation and evoke the knowledge that actors need to coordinate their actions in that context. The autonomous provision of Awareness Promoting Information (API) and Knowledge Evoking Information (KEI) by means of modular and reactive mechanisms embedded in each KA is what makes KAs active computationally.

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The Effect of Computerized Provider Order Entry on Medical Student Clerkship Experiences

Abstract: Hospitals need to ensure that the educational potential of medical students' clinical experiences is maximized when implementing CPOE.

Cited by 30 publications

References 38 publications

Medical Student Documentation in Electronic Health Records: A Collaborative Statement From the Alliance for Clinical Education

Medical Student Documentation in Electronic Health Records: A Collaborative Statement From the Alliance for Clinical Education

Leveraging Coordinative Conventions to Promote Collaboration Awareness

Active artifacts as bridges between context and community knowledge sources

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