Difference between revisions of "Training providers: beyond the basics of electronic health records"
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== Methods == | == Methods == | ||
| − | The study was conducted at Kaiser Permanente, Mid-Atlantic States (KPMAS), using a mixed methods approach. | + | The study was conducted at Kaiser Permanente, Mid-Atlantic States (KPMAS), using a mixed methods approach (1:4 match case-control), where the usage rate of problem list and medication list management components of EHR were measured 6 months pre-training and 6 months post-training. A comparative analysis was done using the Wilcoxon sign rank test. |
| − | Training included two classes 20–40 minutes lecture/demonstration format, specific hands-on exercises, and supplemental materials for post-class learning (refer to the appendix section). | + | Training included two classes with 20–40 minutes lecture/demonstration format, specific hands-on exercises, and supplemental materials for post-class learning (refer to the appendix section). The first class focused on problem list management, medication list management, patient history, and efficient chart review. While the second class focused on documentation, efficiency tool, order entry, and preference list. |
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== Results == | == Results == | ||
Revision as of 22:31, 10 November 2015
Contents
Background
Electronic Health Record (EHR) training can affect EHR usability and provider willingness. This article evaluates the effect of post-implementation training on specific EHR activities. [1]
Methods
The study was conducted at Kaiser Permanente, Mid-Atlantic States (KPMAS), using a mixed methods approach (1:4 match case-control), where the usage rate of problem list and medication list management components of EHR were measured 6 months pre-training and 6 months post-training. A comparative analysis was done using the Wilcoxon sign rank test.
Training included two classes with 20–40 minutes lecture/demonstration format, specific hands-on exercises, and supplemental materials for post-class learning (refer to the appendix section). The first class focused on problem list management, medication list management, patient history, and efficient chart review. While the second class focused on documentation, efficiency tool, order entry, and preference list.
Results
Discussion
Conclusions
Appendix
- Contents of the quick reference guide that was distributed to class participants for the first class. [2]
- Example of the keyboard shortcut templates. [3]
- Effect of training on use of problem lists and medication lists. [4]
- Relationship between provider characteristics and outcome measures. [5]
My Comments
References
- ↑ Bredfeldt, C. E., Awad, E. B., Joseph, K., & Snyder, M. H. (2013). Training providers: beyond the basics of electronic health records. BMC health services research, 13(1), 503. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4220630/
- ↑ Contents of the quick reference guide that was distributed to class participants for the first class. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4220630/figure/F1/
- ↑ Example of the keyboard shortcut templates. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4220630/figure/F2/
- ↑ Effect of training on use of problem lists and medication lists. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4220630/figure/F3/
- ↑ Relationship between provider characteristics and outcome measures. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4220630/table/T1/
