TY - JOUR
T1 - Integrating interprofessional electronic medical record teaching in preregistration healthcare degrees
T2 - A case study
AU - Lokmic-Tomkins, Zerina
AU - Gray, Kathleen
AU - Cheshire, Lisa
AU - Parolini, Arno
AU - Sharp, Megan
AU - Tarrant, Bronwyn
AU - Hill, Nicole
AU - Rose, David
AU - Webster, Marilyn
AU - Virtue, Debra
AU - Brignell, Amanda
AU - Waring, Rebecca
AU - Broussard, Fiona
AU - Tsirgialos, Alex
AU - Meng Cham, Kwang
N1 - Funding Information:
The work presented in this paper was supported by a university’s learning and teaching grant to encourage flexible and innovative education. The innovation proposed in the iEMR subject, however, entailed extensive efforts beyond the university’s online learning platforms and services. It was necessary to extend the capabilities of a conventional clinical simulation laboratory to enable the simulated use of EMR in that setting. Working out appropriate and affordable educational technology infrastructure for the practical component of the iEMR subject remains a work in progress.
Funding Information:
We thank Suzy Irons, Gina Barri-Rewell, Orlando Grieco, Deepika Bangia and Tim McKenzie for their help in developing the business plan and infrastructure implementation. We also thank all students, staff and colleagues Jo Martin, Annie Tuddenham and Phillipa Marriot involved in the peer review of this subject for their constructive advice. This project was funded by the university’s learning and teaching grant initiative to the authors and learning designers as listed in the author list.
Publisher Copyright:
© 2022
PY - 2023/1
Y1 - 2023/1
N2 - Background: Electronic medical record (EMR) adoption across healthcare necessitates a purposeful curriculum design to prepare graduates for the delivery of safe and effective patient care in digitally-enabled environments. Objective: To describe the design and development of an Interprofessional Electronic Medical Record (iEMR) subject that introduces healthcare students to its utility in clinical settings. Methods: A six-stage design-based educational research framework (Focus, Formulation, Contextualisation, Definition, Implementation, Evaluation) was used to instigate the iEMR design and development in nursing and five allied health graduate entry to practice (preregistration) degrees at an Australian university. Results: In the Focus process, the concept and interdisciplinary partnerships were developed. The Formulation process secured grant support for subject design and development, including a rapid literature review to accommodate various course and curriculum structures. Discipline-specific subject themes were created through the Contextualisation process. During the Definition process, learning objectives and content resources were built. The Implementation process describes the pilot implementation in the nursing program, where assessment tasks were refined, and interdisciplinary clinical case studies originated. Discussion: The design and development of an iEMR subject is underpinned by internal support for educational innovation and in alignment with digital health strategies in employer organisations. Identified barriers include faculty-level changes in strategic support for teaching innovation, managerial expectations of workload, the scope of work required by academics and learning designers, and the gap between the technology platform required to support online learning and the infrastructure needed to support simulated EMR use. A key discovery was the difficulty of finding EMR software, whether designed for teaching purposes or for clinical use, that could be adapted to meet the needs of this project. Conclusion: The lessons learned are relevant to educators and learning designers attempting a similar process. Issues remain surrounding the sustainability of the iEMR subject and maintaining academic responsibility for ongoing curriculum management.
AB - Background: Electronic medical record (EMR) adoption across healthcare necessitates a purposeful curriculum design to prepare graduates for the delivery of safe and effective patient care in digitally-enabled environments. Objective: To describe the design and development of an Interprofessional Electronic Medical Record (iEMR) subject that introduces healthcare students to its utility in clinical settings. Methods: A six-stage design-based educational research framework (Focus, Formulation, Contextualisation, Definition, Implementation, Evaluation) was used to instigate the iEMR design and development in nursing and five allied health graduate entry to practice (preregistration) degrees at an Australian university. Results: In the Focus process, the concept and interdisciplinary partnerships were developed. The Formulation process secured grant support for subject design and development, including a rapid literature review to accommodate various course and curriculum structures. Discipline-specific subject themes were created through the Contextualisation process. During the Definition process, learning objectives and content resources were built. The Implementation process describes the pilot implementation in the nursing program, where assessment tasks were refined, and interdisciplinary clinical case studies originated. Discussion: The design and development of an iEMR subject is underpinned by internal support for educational innovation and in alignment with digital health strategies in employer organisations. Identified barriers include faculty-level changes in strategic support for teaching innovation, managerial expectations of workload, the scope of work required by academics and learning designers, and the gap between the technology platform required to support online learning and the infrastructure needed to support simulated EMR use. A key discovery was the difficulty of finding EMR software, whether designed for teaching purposes or for clinical use, that could be adapted to meet the needs of this project. Conclusion: The lessons learned are relevant to educators and learning designers attempting a similar process. Issues remain surrounding the sustainability of the iEMR subject and maintaining academic responsibility for ongoing curriculum management.
KW - Curriculum development
KW - Digital health
KW - Educational simulation
KW - Electronic medical record
KW - Interprofessional education
UR - http://www.scopus.com/inward/record.url?scp=85141247490&partnerID=8YFLogxK
U2 - 10.1016/j.ijmedinf.2022.104910
DO - 10.1016/j.ijmedinf.2022.104910
M3 - Article
C2 - 36343511
AN - SCOPUS:85141247490
SN - 1386-5056
VL - 169
JO - International Journal of Medical Informatics
JF - International Journal of Medical Informatics
M1 - 104910
ER -