BACKGROUND AND OBJECTIVES: The goal of this study was to investigate the impact of medical students functioning in the role of scribe on students' learning, medical practice, and preceptor. METHODS: Third-year students from the University of North Dakota School of Medicine and Health Sciences volunteered and were trained to function in the role of scribe. Preceptors also completed training to have students scribe in their practice. The students, preceptors, and staff completed questionnaires assessing perceptions of the impact on the student, the practice, and the provider. We elicited comments and concerns from students, staff, and preceptors. RESULTS: All groups perceived medical students' scribing as helpful for teaching medical students in the clinical setting, with an average questionnaire score for all groups of 4.7/5. The students reported it was a positive experience. It allowed them to be more engaged, improved the learning environment, and didn't detract from clinical learning. Staff reported that students were more engaged, and scribing did not impact time management. Preceptors reported that students were more engaged in the practice, and with their team. Preceptors reported it was also easier to teach, and easier to stay on time with medical students scribing. All reported that documentation was important to learn in the third year of medical school, and that students should be trained to function in a limited scribe role. CONCLUSIONS: Allowing students to document in the electronic medical record provides many benefits to students and preceptor practices and should be encouraged and advocated for in medical education.
BACKGROUND AND OBJECTIVES: The goal of this study was to investigate the impact of medical students functioning in the role of scribe on students' learning, medical practice, and preceptor. METHODS: Third-year students from the University of North Dakota School of Medicine and Health Sciences volunteered and were trained to function in the role of scribe. Preceptors also completed training to have students scribe in their practice. The students, preceptors, and staff completed questionnaires assessing perceptions of the impact on the student, the practice, and the provider. We elicited comments and concerns from students, staff, and preceptors. RESULTS: All groups perceived medical students' scribing as helpful for teaching medical students in the clinical setting, with an average questionnaire score for all groups of 4.7/5. The students reported it was a positive experience. It allowed them to be more engaged, improved the learning environment, and didn't detract from clinical learning. Staff reported that students were more engaged, and scribing did not impact time management. Preceptors reported that students were more engaged in the practice, and with their team. Preceptors reported it was also easier to teach, and easier to stay on time with medical students scribing. All reported that documentation was important to learn in the third year of medical school, and that students should be trained to function in a limited scribe role. CONCLUSIONS: Allowing students to document in the electronic medical record provides many benefits to students and preceptor practices and should be encouraged and advocated for in medical education.