Are students ready for meaningful use?

dc.creator	Gary S. Ferenchick
dc.creator	David Solomon
dc.creator	Asad Mohmand
dc.creator	Basim Towfiq
dc.creator	Kevin Kavanaugh
dc.creator	Larry Warbasse
dc.creator	James Addison
dc.creator	Frances Chames
dc.date	2013-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:35Z
dc.date.available	2015-07-20T22:17:35Z
dc.identifier	10.3402/meo.v18i0.22495
dc.identifier	1087-2981
dc.identifier	https://doaj.org/article/c2a344aa35634e19b36599b754b3a3cc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19080
dc.description	Background: The meaningful use (MU) of electronic medical records (EMRs) is being implemented in three stages. Key objectives of stage one include electronic analysis of data entered into structured fields, using decision-support tools (e.g., checking drug–drug interactions [DDI]) and electronic information exchange. Objective: The authors assessed the performance of medical students on 10 stage-one MU tasks and measured the correlation between students’ MU performance and subsequent end-of-clerkship professionalism assessments and their grades on an end-of-year objective structured clinical examination. Participants: Two-hundred and twenty-two third-year medical students on the internal medicine (IM) clerkship. Design/main measures: From July 2010 to February 2012, all students viewed 15 online tutorials covering MU competencies. The authors measured student MU documentation and performance in the chart of a virtual patient using a fully functional training EMR. Specific MU measurements included, adding: a new problem, a new medication, an advanced directive, smoking status, the results of screening tests; and performing a DDI (in which a major interaction was probable), and communicating a plan for this interaction. Key results: A total of 130 MU errors were identified. Sixty-eight (30.6%) students had at least one error, and 30 (13.5%) had more than one (range 2–6). Of the 130 errors, 90 (69.2%) were errors in structured data entry. Errors occurred in medication dosing and instructions (18%), DDI identification (12%), documenting smoking status (15%), and colonoscopy results (23%). Students with MU errors demonstrated poorer performance on end-of-clerkship professionalism assessments (r=−0.112, p=0.048) and lower observed structured clinical examination (OSCE) history-taking skills (r=−0.165, p=0.008) and communication scores (r=− 0.173, p=0.006). Conclusions: MU errors among medical students are common and correlate with subsequent poor performance in multiple educational domains. These results indicate that without assessment and feedback, a substantial minority of students may not be ready to progress to more advanced MU tasks.
dc.language	English
dc.publisher	Co-Action
dc.relation	med-ed-online.net/index.php/meo/article/download/22495/pdf_1
dc.relation	https://doaj.org/toc/1087-2981
dc.rights	CC BY
dc.source	Medical Education Online, Vol 18, Iss 0, Pp 1-6 (2013)
dc.subject	documentation/methods
dc.subject	electronic health records
dc.subject	professional competence
dc.subject	students
dc.subject	medical
dc.subject	curriculum
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.title	Are students ready for meaningful use?
dc.type	article