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Teaching problem-oriented recording: a systematic approach.

P G Bashook, L J Sandlow, W H Hammett

    Journal of Medical Education
    |October 1, 1975
    PubMed
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    This study evaluated structured teaching methods for problem-oriented medical records (POMR) for medical students. Both self-instruction and workshop formats proved effective for learning POMR.

    Area of Science:

    • Medical Education
    • Health Informatics

    Background:

    • Medical students often learn problem-oriented medical records (POMR) through unstructured, haphazard methods.
    • There is a need for systematic approaches to teaching POMR to improve clinical documentation skills.

    Purpose of the Study:

    • To compare the effectiveness of two instructional formats (self-instruction and workshop) for teaching POMR.
    • To assess the impact of structured teaching materials on medical students' POMR performance.

    Main Methods:

    • A controlled study was conducted with second-year medical students.
    • Two instructional formats, self-instruction and workshop, were employed using devised teaching case material.
    • Student performance was measured by their ability to convert a case into POMR format post-instruction.

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    Main Results:

    • All participating student groups achieved an acceptable level of performance in converting cases to POMR format.
    • The effectiveness of POMR instruction was demonstrated regardless of the instructional format used.

    Conclusions:

    • Structured teaching methods, including self-instruction and workshops, are effective for medical students learning POMR.
    • Standardized case materials and instructional formats can lead to acceptable performance in POMR documentation.