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Faculty Doing More with Less: A Technology Initiative Realized Through a Structured Process.

Kimberly G Elder1, Emily K Frederick1, Sarah Raake1

  • 1Sullivan University College of Pharmacy and Health Sciences.

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PubMed
Summary
This summary is machine-generated.

Faculty can lead educational technology implementation, even with limited resources. A structured, faculty-driven approach successfully introduced an academic electronic health record (EHR), empowering future change initiatives.

Keywords:
faculty-led initiativestechnology acceptancetechnology implementation

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Area of Science:

  • Educational Technology
  • Health Informatics
  • Academic Medicine

Background:

  • Implementing new educational technologies faces institutional barriers, particularly for institutions lacking specialized support.
  • Faculty are increasingly expected to manage more with fewer resources, highlighting the need for faculty-driven solutions.

Observation:

  • A faculty member identified the need for an academic electronic health record (EHR).
  • A structured approach was employed to research options, engage faculty, and gain administrative approval.
  • The faculty champion managed the implementation and continuous quality improvement of the academic EHR.

Findings:

  • A single faculty member's structured process facilitated the adoption of academic EHR technology across multiple programs.
  • The process proved replicable, as demonstrated by another faculty member successfully using it.
  • The implemented academic EHR was positively received by administrators, faculty, and students.

Implications:

  • Faculty can successfully introduce significant technological projects with limited institutional support.
  • This faculty-led initiative can foster a cultural shift, encouraging more faculty to drive change and innovation.
  • The structured approach serves as a model for future faculty-led technology implementations in academic settings.