OBJECTIVES: Even though Electronic Medical Records (EMRs) are increasingly used in healthcare organizations there is surprisingly little theoretical work or educational programs in this field. This study is aimed at comparing two training programs for doctor-patient-computer communication (DPCC). METHODS: 36 Family Medicine Residents (FMRs) participated in this study. All FMRs went through twelve identical simulated encounters, six pre and six post training. The experiment group received simulation based training (SBT) while the control group received traditional lecture based training. RESULTS:Performance, attitude and sense of competence of all FMRs improved, but no difference was found between the experiment and control groups. FMRs from the experiment group evaluated the contribution of the training phase higher than control group, and showed higher satisfaction. CONCLUSION: We assume that the mere exposure to simulation served as a learning experience and enabled deliberate practice that was more powerful than training. Because DPCC is a new field, all participants in such studies, including instructors and raters, should receive basic training of DPCC skills. PRACTICE IMPLICATION: Simulation enhances DPCC skills. Future studies of this kind should control the exposure to simulation prior to the training phase. Training and assessment of clinical communication should include EMR related skills.
RCT Entities:
OBJECTIVES: Even though Electronic Medical Records (EMRs) are increasingly used in healthcare organizations there is surprisingly little theoretical work or educational programs in this field. This study is aimed at comparing two training programs for doctor-patient-computer communication (DPCC). METHODS: 36 Family Medicine Residents (FMRs) participated in this study. All FMRs went through twelve identical simulated encounters, six pre and six post training. The experiment group received simulation based training (SBT) while the control group received traditional lecture based training. RESULTS: Performance, attitude and sense of competence of all FMRs improved, but no difference was found between the experiment and control groups. FMRs from the experiment group evaluated the contribution of the training phase higher than control group, and showed higher satisfaction. CONCLUSION: We assume that the mere exposure to simulation served as a learning experience and enabled deliberate practice that was more powerful than training. Because DPCC is a new field, all participants in such studies, including instructors and raters, should receive basic training of DPCC skills. PRACTICE IMPLICATION: Simulation enhances DPCC skills. Future studies of this kind should control the exposure to simulation prior to the training phase. Training and assessment of clinical communication should include EMR related skills.
Keywords:
Doctor–patient communication; Doctor–patient–computer communication (DPCC); Electronic Medical Record (EMR); Medical education; Simulation based training (SBT)
Authors: Brittany M Brothers; Kristen M Carpenter; Rebecca A Shelby; Lisa M Thornton; Georita M Frierson; Kyle L Patterson; Barbara L Andersen Journal: Transl Behav Med Date: 2015-03 Impact factor: 3.046
Authors: Evan W Orenstein; Irit R Rasooly; Mark V Mai; Adam C Dziorny; Wanczyk Phillips; Levon Utidjian; Anthony Luberti; Jill Posner; Rebecca Tenney-Soeiro; Chris P Bonafide Journal: J Am Med Inform Assoc Date: 2018-11-01 Impact factor: 4.497
Authors: William R Hersh; Paul N Gorman; Frances E Biagioli; Vishnu Mohan; Jeffrey A Gold; George C Mejicano Journal: Adv Med Educ Pract Date: 2014-07-01