A novel approach to supporting relationship-centered care through electronic health record ergonomic training in preclerkship medical education

Howard D Silverman, Yun Xian Ho, Susan Kaib, Wendy Danto Ellis, Marícela P. Moffitt, Qingxia Chen, Hui Nian, Cynthia S. Gadd

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

PROBLEM: How can physicians incorporate the electronic health record (EHR) into clinical practice in a relationship-enhancing fashion ("EHR ergonomics")? APPROACH: Three convenience samples of 40 second-year medical students with varying levels of EHR ergonomic training were compared in the 2012 spring semester. All participants first received basic EHR training and completed a presurvey. Two study groups were then instructed to use the EHR during the standardized patient (SP) encounter in each of four regularly scheduled Doctoring (clinical skills) course sessions. One group received additional ergonomic training in each session. Ergonomic assessment data were collected from students, faculty, and SPs in each session. A postsurvey was administered to all students, and data were compared across all three groups to assess the impact of EHR use and ergonomic training. OUTCOMES: There was a significant positive effect of EHR ergonomics skills training on students' relationship-centered EHR use (P < .005). Students who received training reported that they were able to use the EHR to engage with patients more effectively, better articulate the benefits of using the EHR, better address patient concerns, more appropriately position the EHR device, and more effectively integrate the EHR into patient encounters. Additionally, students' self-assessments were strongly corroborated by SP and faculty assessments. A minimum of three ergonomic training sessions were needed to see an overall improvement in EHR use. NEXT STEPS: In addition to replication of these results, further effectiveness studies of this educational intervention need to be carried out in GME, practice, and other environments.

Original languageEnglish (US)
Pages (from-to)1230-1234
Number of pages5
JournalAcademic Medicine
Volume89
Issue number9
DOIs
StatePublished - 2014

Fingerprint

Human Engineering
Electronic Health Records
Medical Education
ergonomics
electronics
health
education
Students
student
Clinical Competence
self-assessment
study group
Medical Students
Health Status
semester
medical student
Group

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

A novel approach to supporting relationship-centered care through electronic health record ergonomic training in preclerkship medical education. / Silverman, Howard D; Ho, Yun Xian; Kaib, Susan; Ellis, Wendy Danto; Moffitt, Marícela P.; Chen, Qingxia; Nian, Hui; Gadd, Cynthia S.

In: Academic Medicine, Vol. 89, No. 9, 2014, p. 1230-1234.

Research output: Contribution to journalArticle

Silverman, Howard D ; Ho, Yun Xian ; Kaib, Susan ; Ellis, Wendy Danto ; Moffitt, Marícela P. ; Chen, Qingxia ; Nian, Hui ; Gadd, Cynthia S. / A novel approach to supporting relationship-centered care through electronic health record ergonomic training in preclerkship medical education. In: Academic Medicine. 2014 ; Vol. 89, No. 9. pp. 1230-1234.
@article{979e39dc204043f7b4d8e83fea028eda,
title = "A novel approach to supporting relationship-centered care through electronic health record ergonomic training in preclerkship medical education",
abstract = "PROBLEM: How can physicians incorporate the electronic health record (EHR) into clinical practice in a relationship-enhancing fashion ({"}EHR ergonomics{"})? APPROACH: Three convenience samples of 40 second-year medical students with varying levels of EHR ergonomic training were compared in the 2012 spring semester. All participants first received basic EHR training and completed a presurvey. Two study groups were then instructed to use the EHR during the standardized patient (SP) encounter in each of four regularly scheduled Doctoring (clinical skills) course sessions. One group received additional ergonomic training in each session. Ergonomic assessment data were collected from students, faculty, and SPs in each session. A postsurvey was administered to all students, and data were compared across all three groups to assess the impact of EHR use and ergonomic training. OUTCOMES: There was a significant positive effect of EHR ergonomics skills training on students' relationship-centered EHR use (P < .005). Students who received training reported that they were able to use the EHR to engage with patients more effectively, better articulate the benefits of using the EHR, better address patient concerns, more appropriately position the EHR device, and more effectively integrate the EHR into patient encounters. Additionally, students' self-assessments were strongly corroborated by SP and faculty assessments. A minimum of three ergonomic training sessions were needed to see an overall improvement in EHR use. NEXT STEPS: In addition to replication of these results, further effectiveness studies of this educational intervention need to be carried out in GME, practice, and other environments.",
author = "Silverman, {Howard D} and Ho, {Yun Xian} and Susan Kaib and Ellis, {Wendy Danto} and Moffitt, {Mar{\'i}cela P.} and Qingxia Chen and Hui Nian and Gadd, {Cynthia S.}",
year = "2014",
doi = "10.1097/ACM.0000000000000297",
language = "English (US)",
volume = "89",
pages = "1230--1234",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "9",

}

TY - JOUR

T1 - A novel approach to supporting relationship-centered care through electronic health record ergonomic training in preclerkship medical education

AU - Silverman, Howard D

AU - Ho, Yun Xian

AU - Kaib, Susan

AU - Ellis, Wendy Danto

AU - Moffitt, Marícela P.

AU - Chen, Qingxia

AU - Nian, Hui

AU - Gadd, Cynthia S.

PY - 2014

Y1 - 2014

N2 - PROBLEM: How can physicians incorporate the electronic health record (EHR) into clinical practice in a relationship-enhancing fashion ("EHR ergonomics")? APPROACH: Three convenience samples of 40 second-year medical students with varying levels of EHR ergonomic training were compared in the 2012 spring semester. All participants first received basic EHR training and completed a presurvey. Two study groups were then instructed to use the EHR during the standardized patient (SP) encounter in each of four regularly scheduled Doctoring (clinical skills) course sessions. One group received additional ergonomic training in each session. Ergonomic assessment data were collected from students, faculty, and SPs in each session. A postsurvey was administered to all students, and data were compared across all three groups to assess the impact of EHR use and ergonomic training. OUTCOMES: There was a significant positive effect of EHR ergonomics skills training on students' relationship-centered EHR use (P < .005). Students who received training reported that they were able to use the EHR to engage with patients more effectively, better articulate the benefits of using the EHR, better address patient concerns, more appropriately position the EHR device, and more effectively integrate the EHR into patient encounters. Additionally, students' self-assessments were strongly corroborated by SP and faculty assessments. A minimum of three ergonomic training sessions were needed to see an overall improvement in EHR use. NEXT STEPS: In addition to replication of these results, further effectiveness studies of this educational intervention need to be carried out in GME, practice, and other environments.

AB - PROBLEM: How can physicians incorporate the electronic health record (EHR) into clinical practice in a relationship-enhancing fashion ("EHR ergonomics")? APPROACH: Three convenience samples of 40 second-year medical students with varying levels of EHR ergonomic training were compared in the 2012 spring semester. All participants first received basic EHR training and completed a presurvey. Two study groups were then instructed to use the EHR during the standardized patient (SP) encounter in each of four regularly scheduled Doctoring (clinical skills) course sessions. One group received additional ergonomic training in each session. Ergonomic assessment data were collected from students, faculty, and SPs in each session. A postsurvey was administered to all students, and data were compared across all three groups to assess the impact of EHR use and ergonomic training. OUTCOMES: There was a significant positive effect of EHR ergonomics skills training on students' relationship-centered EHR use (P < .005). Students who received training reported that they were able to use the EHR to engage with patients more effectively, better articulate the benefits of using the EHR, better address patient concerns, more appropriately position the EHR device, and more effectively integrate the EHR into patient encounters. Additionally, students' self-assessments were strongly corroborated by SP and faculty assessments. A minimum of three ergonomic training sessions were needed to see an overall improvement in EHR use. NEXT STEPS: In addition to replication of these results, further effectiveness studies of this educational intervention need to be carried out in GME, practice, and other environments.

UR - http://www.scopus.com/inward/record.url?scp=84908020519&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84908020519&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000000297

DO - 10.1097/ACM.0000000000000297

M3 - Article

C2 - 24826851

AN - SCOPUS:84908020519

VL - 89

SP - 1230

EP - 1234

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 9

ER -