TY - JOUR
T1 - Supporting students with electronic health record-embedded learning AIDS
T2 - A mixed-methods study
AU - Peters, Sanne
AU - Clarebout, Geraldine
AU - Aertgeerts, Bert
AU - Leppink, Jimmie
AU - Roex, Ann
N1 - Publisher Copyright:
© Sanne Peters, Geraldine Clarebout, Bert Aertgeerts, Jimmie Leppink, Ann Roex. Originally published in JMIR Medical Education (http://mededu.jmir.org), 12.04.2019. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.jmir.org/, as well as this copyright and license information must be included.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Background: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood. Objective: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning. Methods: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)-embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach. Results: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=-0.511, P=.61, 95% CI -4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor. Conclusions: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.
AB - Background: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood. Objective: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning. Methods: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)-embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach. Results: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=-0.511, P=.61, 95% CI -4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor. Conclusions: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.
KW - Electronic health record
KW - Electronic performance support system
KW - Integrated learning
KW - Learning AIDS
KW - Transfer of learning
KW - Workplace learning
UR - http://www.scopus.com/inward/record.url?scp=85102383933&partnerID=8YFLogxK
U2 - 10.2196/11351
DO - 10.2196/11351
M3 - Article
C2 - 30977741
AN - SCOPUS:85102383933
SN - 2369-3762
VL - 5
JO - JMIR Medical Education
JF - JMIR Medical Education
IS - 1
M1 - e11351
ER -