Abstract
ABSTRACTObjective: We tested a novel, web-based teaching electronic medical record to teach and assess residents’ ability to enter appropriate admission orders for patients admitted to the intensive care unit. The primary objective was to determine if this tool could improve the learners’ ability to enter an evidence-based, comprehensive initial care plan for critically ill patients.Methods: The authors created three modules using de-identifed real patient data from selected patients that were admitted to the intensive care unit. All senior residents (113 total) were invited to participate in a dedicated two-hour educational session to complete the modules. Learner performance was graded against gold standard admission order sets created by study investigators based on the latest evidence-based medicine and guidelines.Results: The session was attended by 39 residents (34.5% of invitees). There was an average improvement of at least 20% in users’ scores across the three modules (Module 3-Module 1 mean difference 22.5%; p = 0.001 and Module 3-Module 2 mean difference 20.3%; p = 0.001). Diagnostic acumen improved in successive modules. Almost 90% of the residents reported the technology was an effective form of teaching and would use it autonomously if more modules were provided.Conclusions: In this pilot project, using a novel educational tool, users’ patient care performance scores improved with a high level of user satisfaction. These results identify a realistic and well-received way to supplement residents’ training and assessment on core clinical care and patient management in the face of duty hour restrictions.
Highlights
In Graduate Medical Education, new educational modalities are ever more important as trainees are allowed less time in the hospital following duty hour regulations
In this pilot project, using a novel educational tool, users’ patient care performance scores improved with a high level of user satisfaction. These results identify a realistic and well-received way to supplement residents’ training and assessment on core clinical care and patient management in the face of duty hour restrictions
virtual patients (VPs) provide a computer program that simulates real-life clinical scenarios in which learners emulate the roles of health care providers conducting a history and physical exam and making diagnostic and therapeutic decisions [4]
Summary
In Graduate Medical Education, new educational modalities are ever more important as trainees are allowed less time in the hospital following duty hour regulations. Medical schools have begun incorporating web-based, patient centered modules into their curriculum to ensure trainees have adequate exposure to core medical case content. These include Computer-Assisted Instruction (CAI) and virtual patients (VPs) [1,2]. CAI comes in many forms and can provide concise standardized topics to a large group of learners [1,3]. As these modalities are standardized, they tend to lose their realistic qualities. The role of advanced educational modalities in graduate medical education, to our knowledge, has not been well evaluated
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