Christopher A Aakre1, Laurie J Pencille, Kristi J Sorensen, Jane L Shellum, Guilherme Del Fiol, Lauren A Maggio, Larry J Prokop, David A Cook. 1. C.A. Aakre is assistant professor of medicine and senior associate consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine and Science, Rochester, Minnesota. L.J. Pencille is program coordinator, Knowledge and Delivery Center, Center for Translational Informatics and Knowledge Management, Mayo Clinic, Rochester, Minnesota. K.J. Sorensen is assistant professor of medical education and unit head, Knowledge Management Technologies, Center for Translational Informatics and Knowledge Management, Mayo Clinic, Rochester, Minnesota. J.L. Shellum is section head, Knowledge and Delivery Center, Center for Translational Informatics and Knowledge Management, Mayo Clinic, Rochester, Minnesota. G. Del Fiol is assistant professor of biomedical informatics, University of Utah School of Medicine, Salt Lake City, Utah, and co-chair, Clinical Decision Support Work Group at Health Level Seven (HL7). L.A. Maggio is associate professor of medicine and associate director of technology and distributed learning, Department of Medicine, Uniformed Services University, Bethesda, Maryland. L.J. Prokop is reference librarian, Plummer Library, Mayo Clinic, Rochester, Minnesota. D.A. Cook is professor of medicine and medical education; researcher, Center for Translational Informatics and Knowledge Management; associate director, Office of Applied Scholarship and Education Science; and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine and Science, Rochester, Minnesota.
Abstract
PURPOSE: The authors sought to summarize quantitative and qualitative research addressing electronic knowledge resources and point-of-care learning in a scoping review. METHOD: The authors searched MEDLINE, Embase, PsycINFO, and the Cochrane Database for studies addressing electronic knowledge resources and point-of-care learning. They iteratively revised inclusion criteria and operational definitions of study features and research themes of interest. Two reviewers independently performed each phase of study selection and data extraction. RESULTS: Of 10,811 studies identified, 305 were included and reviewed. Most studies (225; 74%) included physicians or medical students. The most frequently mentioned electronic resources were UpToDate (88; 29%), Micromedex (59; 19%), Epocrates (50; 16%), WebMD (46; 15%), MD Consult (32; 10%), and LexiComp (31; 10%). Eight studies (3%) evaluated electronic resources or point-of-care learning using outcomes of patient effects, and 36 studies (12%) reported objectively measured clinician behaviors. Twenty-five studies (8%) examined the clinical or educational impact of electronic knowledge resource use on patient care or clinician knowledge, 124 (41%) compared use rates of various knowledge resources, 69 (23%) examined the quality of knowledge resource content, and 115 (38%) explored the process of point-of-care learning. Two conceptual clarifications were identified, distinguishing the impact on clinical or educational outcomes versus the impact on test setting decision support, and the quality of information content versus the correctness of information obtained by a clinician-user. CONCLUSIONS: Research on electronic knowledge resources is dominated by studies involving physicians and evaluating use rates. Studies involving nonphysician users, and evaluating resource impact and implementation, are needed.
PURPOSE: The authors sought to summarize quantitative and qualitative research addressing electronic knowledge resources and point-of-care learning in a scoping review. METHOD: The authors searched MEDLINE, Embase, PsycINFO, and the Cochrane Database for studies addressing electronic knowledge resources and point-of-care learning. They iteratively revised inclusion criteria and operational definitions of study features and research themes of interest. Two reviewers independently performed each phase of study selection and data extraction. RESULTS: Of 10,811 studies identified, 305 were included and reviewed. Most studies (225; 74%) included physicians or medical students. The most frequently mentioned electronic resources were UpToDate (88; 29%), Micromedex (59; 19%), Epocrates (50; 16%), WebMD (46; 15%), MD Consult (32; 10%), and LexiComp (31; 10%). Eight studies (3%) evaluated electronic resources or point-of-care learning using outcomes of patient effects, and 36 studies (12%) reported objectively measured clinician behaviors. Twenty-five studies (8%) examined the clinical or educational impact of electronic knowledge resource use on patient care or clinician knowledge, 124 (41%) compared use rates of various knowledge resources, 69 (23%) examined the quality of knowledge resource content, and 115 (38%) explored the process of point-of-care learning. Two conceptual clarifications were identified, distinguishing the impact on clinical or educational outcomes versus the impact on test setting decision support, and the quality of information content versus the correctness of information obtained by a clinician-user. CONCLUSIONS: Research on electronic knowledge resources is dominated by studies involving physicians and evaluating use rates. Studies involving nonphysician users, and evaluating resource impact and implementation, are needed.
Authors: Lauren A Maggio; Christopher A Aakre; Guilherme Del Fiol; Jane Shellum; David A Cook Journal: J Med Internet Res Date: 2019-07-25 Impact factor: 5.428
Authors: Christian Gerdesköld; Eva Toth-Pal; Inger Wårdh; Gunnar H Nilsson; Anna Nager Journal: BMC Med Inform Decis Mak Date: 2020-11-16 Impact factor: 2.796