Melissa Therese Baysari1, Jacqueline Wells2, Ernest Ekpo3, Meredith Makeham2, Jonathan Penm4,5, Nathaniel Alexander6, Alexander Holden7, Raj Ubeja8, Sue McAllister9,10. 1. Biomedical Informatics and Digital Health, School of Medical Sciences, Charles Perkins Centre, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. 2. Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. 3. Medical Image Optimisation and Perception Group (MIOPeG), Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. 4. School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. 5. Department of Pharmacy, Prince of Wales Hospital, Randwick, New South Wales, Australia. 6. Clinical Governance Unit, Sydney Local Health District, Camperdown, New South Wales, Australia. 7. The University of Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. 8. Sydney Local Health District, Camperdown, New South Wales, Australia. 9. Work Integrated Learning, Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia. 10. College of Nursing and Health Sciences, Flinders University of South Australia, Adelaide, Australia.
Abstract
BACKGROUND: Allowing students to access and document in electronic medical records (eMRs) during clinical placements is viewed as critical for ensuring that graduates have a high level of digital proficiency prior to entering the workforce. Limited studies have explored student access to eMRs in health disciplines outside of medicine and nursing. OBJECTIVE: Our main objective was to examine allied health students' experiences and perceptions of the opportunity to develop eMR competencies during their placement, across a range of allied health disciplines and placement settings. METHODS: An explanatory sequential design was used, comprising a quantitative survey (n = 102) followed by qualitative semi-structured interviews (n = 6) with senior allied health students to explore their experiences and perceptions of eMR access during placements. RESULTS: Of the 93 students who responded to the question about their placement eMR, nine (10%) reported their placement site did not use an eMR and four students reported that they were not allowed to access the eMR during their placement. Most students (64%, 54 out of 84) accessed the system using their own credentials, but 31% (26 out of 84) used someone else's log-in and password. Students were satisfied with the eMR training and support received while on placement, but there was significant variability across sites on the level of training and support provided. All students believed that eMR access was beneficial for learning and preparation for work, improved delivery of care, taking ownership of work, and feeling responsible for patient care. CONCLUSION: Providing students with access to eMRs during placements is fundamental to the development of a student's professional identity and to recognizing their role in the delivery of interprofessional patient care. For graduates to be equipped to effectively contribute to multi-disciplinary care in a digital health environment, universities need to work with practice partners to standardize and formalize eMR access, registration, training, and support, and to provide students with early exposure and training on eMRs in university courses. Thieme. All rights reserved.
BACKGROUND: Allowing students to access and document in electronic medical records (eMRs) during clinical placements is viewed as critical for ensuring that graduates have a high level of digital proficiency prior to entering the workforce. Limited studies have explored student access to eMRs in health disciplines outside of medicine and nursing. OBJECTIVE: Our main objective was to examine allied health students' experiences and perceptions of the opportunity to develop eMR competencies during their placement, across a range of allied health disciplines and placement settings. METHODS: An explanatory sequential design was used, comprising a quantitative survey (n = 102) followed by qualitative semi-structured interviews (n = 6) with senior allied health students to explore their experiences and perceptions of eMR access during placements. RESULTS: Of the 93 students who responded to the question about their placement eMR, nine (10%) reported their placement site did not use an eMR and four students reported that they were not allowed to access the eMR during their placement. Most students (64%, 54 out of 84) accessed the system using their own credentials, but 31% (26 out of 84) used someone else's log-in and password. Students were satisfied with the eMR training and support received while on placement, but there was significant variability across sites on the level of training and support provided. All students believed that eMR access was beneficial for learning and preparation for work, improved delivery of care, taking ownership of work, and feeling responsible for patient care. CONCLUSION: Providing students with access to eMRs during placements is fundamental to the development of a student's professional identity and to recognizing their role in the delivery of interprofessional patient care. For graduates to be equipped to effectively contribute to multi-disciplinary care in a digital health environment, universities need to work with practice partners to standardize and formalize eMR access, registration, training, and support, and to provide students with early exposure and training on eMRs in university courses. Thieme. All rights reserved.
Authors: Maya M Hammoud; John L Dalymple; Jennifer G Christner; Robyn A Stewart; Jonathan Fisher; Katherine Margo; Imran I Ali; Gregory W Briscoe; Louis N Pangaro Journal: Teach Learn Med Date: 2012 Impact factor: 2.414
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