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Impact of Medical Scribe Experiences on Subsequent Medical Student Learning
Kelly S Skelly1, Sanjeeva Weerasinghe1, Jeanette M Daly1
1Department of Family Medicine, University of Iowa, 01290D PFP, 200 Hawkins Drive, Iowa, IA 52242 USA.
Introduction:
Many US pre-health professional students prepare for applying to medical training by transcribing clinician-patient encounters. Scant literature of the effects of scribing experiences before starting medical training exists. We conducted a study to investigate student perspectives about medical scribing's educational impact on clinical skill development.
Methods:
Using a mixed-methods approach, medical and physician assistant students were surveyed and interviewed about clinical experiences and confidence before entering medical training, and the impact of scribing on clinical skills learning. Thematic analysis revealed salient themes in participants' perspectives on the scribing experience.
Results:
A total of 214 (33%) of the 658 students completed the survey; 66 (31%) had scribing experience. Scribes were more confident (p ≤ 0.001) in clinical note writing and history taking than non-scribes. Thematic analysis revealed perceptions that scribing impacted clinical note writing, medical knowledge, communication, and healthcare environment functioning.
Discussion:
Findings suggest that the scribing experience affects confidence and perceived skills, particularly clinical note writing. Future research could explore the impact on clinical skill development through comparative performance-based assessment.
Conclusion:
Measuring the impact of scribing before entry to medical/physician assistant school on clinical skill development could provide directives for best approaches to clinical skills education in health professionals training.
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