Education and Training on Electronic Medical Records (EMRs) for health care professionals and students: A Scoping Review
I denne systematiske oversikten har forfatterne undersøkt forskningen på undervisning i bruk av elektronisk pasientjournal for helsepersonell og helsefagstudenter. Artikkelen er inkludert i Læringsbiblioteket fordi de finner at databasert opplæring og blended learning er de to vanligste undervisningsmetodene å bruke. Forfatterne oppsummerer forskningen på feltet på en god måte. De konkluderer med at det var stor heterogenitet i de inkluderte studiene og at det er behov for standardiserte metoder som kan brukes i denne typen studier.
Background and objectives: The ability of health care providers and students to use EMRs efficiently can lead to achieving improved clinical outcomes. Training policies and strategies play a major role in successful technology implementation and ongoing use of the EMR systems. To provide evidence-based guidance for developing and implementing educational interventions and training, we reviewed and summarized the current literature on EMR training targeting both healthcare professionals (HCP) and students.
Methods: We used the Joanna Briggs Institute (JBI) approach for scoping reviews and the PRISMA extension of scoping reviews (PRISMA-ScR) checklist for reporting our review. 46 full-text articles that met the eligibility criteria were selected for the review. Narrative synthesis was performed to summarize the evidence using numerical and descriptive analysis. We used inductive content analysis for categorizing the training methods. Also, the modified version of the Kirkpatrick’s levels model was used for abstracting the training outcome.
Results: Five types of training methods were identified: one-on-one training, peer-coach training, classroom training (CRT), computer-based training (CBT), and blended training. A variety of CBT platforms were used, including a prototype academic electronic medical record system (AEMR), AEMR/simulated EMR (Sim-EMR), mobile based AEMR, eLearning, and electronic educational materials. Each training intervention could have resulted in several outcomes. Most outcomes were related to levels 1–3 of the Kirkpatrick model that involves learners (n = 108), followed by level 4a that involves organizations (n = 7), and lastly level 4b that involves patients (n = 1). The outcomes related to participants’ knowledge (level 2b) was the most often measured training outcome (n = 44).
Conclusions: This review presents a comprehensive synthesis of the evidence on EMR training. A variety of training methods, participants, locations, strategies, and outcomes were described in the studies. Training should be aligned with the particular training needs, training objectives, EMR system utilized, and organizational environment. A training plan should include an overall goal and SMART (Specific, Measurable, Achievable, Realistic, Tangible) training objectives, that would allow a more rigorous evaluation of the training outcomes.
Denne systematiske oversikten er utarbeidet på en god måte og forfatterne har vært tydelige på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriterier er tydelig definert og de har inkludert et PRISMA-diagram som dokumenterer de ulike stegene i søkeprosessen. Forfatterne har ikke vurdert den metodologiske kvaliteten til de inkluderte studiene. De oppsummerer funnene narrativt og fremstillingen virker veloverveid.