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Methods of Documentation VII: EMR

Electronic Medical Records (EMRs) primarily center around electronically documenting patients' health information within a single healthcare organization or practice. They contain essential clinical data related to a patient's medical history, diagnoses, medications, treatment plans, lab results, and other pertinent information relevant to the specific encounter or episode of care. EMRs are designed to streamline documentation and workflow processes within individual healthcare settings,...
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Adaptation of EPEC-EM Curriculum in a Residency with Asynchronous Learning.

Michael A Gisondi1, Dave W Lu, May Yen

  • 1Department of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Chicago, IL.

The Western Journal of Emergency Medicine
|February 5, 2011
PubMed
Summary

The Education in Palliative and End-of-life Care for Emergency Medicine (EPEC™-EM) curriculum effectively improved resident knowledge in palliative care. Both synchronous and asynchronous learning methods showed similar knowledge transfer, allowing flexible course delivery.

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Area of Science:

  • Medical Education
  • Palliative Care
  • Emergency Medicine

Background:

  • The Education in Palliative and End-of-life Care for Emergency Medicine Project (EPEC™-EM) offers a comprehensive curriculum for emergency providers.
  • Adapting this curriculum for emergency medicine (EM) residency programs is crucial for enhancing end-of-life care education.

Purpose of the Study:

  • To assess the adaptation of the EPEC™-EM curriculum within an EM residency program.
  • To evaluate the effectiveness of synchronous and asynchronous learning methods for delivering palliative care education.

Main Methods:

  • Kern's six-step curriculum design process was employed for adaptation.
  • Post-graduate year 1-4 residents participated in synchronous (didactic lectures) and asynchronous (self-study) modules.
  • A prospective case-control crossover study with validated exams compared knowledge acquisition between learning methods.

Main Results:

  • Post-test scores improved across all EPEC™-EM domains, with mean improvements of +28% for synchronous and +30% for asynchronous modules.
  • Mean test scores were 77% (SD=12) for synchronous, 83% (SD=13) for asynchronous, and 80% (SD=12) for all modules.
  • No significant difference was found in knowledge transfer between synchronous and asynchronous learning methods.

Conclusions:

  • Adapted EPEC™-EM materials successfully enhance resident knowledge in palliative medicine.
  • Synchronous and asynchronous learning modalities yield comparable knowledge transfer in palliative care education.
  • The findings support the feasibility of delivering some EPEC™-EM content via asynchronous methods, offering flexibility in residency training.