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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Learning from Reflection on Patient Outcomes Data: How EHR Can Support Trainees in Graduate Medical Education on

Margaret A Robinson¹, Christy Boscardin², Marieke Van der Schaaf³

¹Division of Critical Care Medicine, Department of Pediatrics, University of California San Francisco, San Francisco, California, USA.

Perspectives on Medical Education

|May 12, 2025

Summary

This summary is machine-generated.

Medical residents want patient outcomes data for reflective practice, but only for specific cases where they made key decisions or felt responsible. Current methods for providing this data are ineffective for promoting learning.

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Area of Science:

Medical Education
Healthcare Quality Improvement
Clinical Informatics

Background:

Healthcare's increasing complexity necessitates team-based care and reflective practice for trainees.
Current methods for providing patient outcomes data to trainees are ineffective for promoting learning.
Identifying trainee preferences for clinical data is crucial for effective reflective practice.

Purpose of the Study:

To characterize trainee perspectives on meaningful clinical outcomes data for reflective learning.
To understand what patient data is significant and compelling for trainees.

Main Methods:

A longitudinal cross-sectional study was conducted from 2020-2021.
Pediatrics and internal medicine residents completed surveys on patient encounters over 14 days.
Surveys assessed trainee interest in clinical outcomes data for reflective practice.

Main Results:

Trainees expressed interest in follow-up data for 32.9% of patient encounters.
The primary reason for interest was to learn about significant or unexpected outcomes.
Trainees most desired follow-up data after making significant decisions or feeling responsible.

Conclusions:

Trainee interest in clinical outcomes data is limited, indicating challenges with current educational strategies.
Understanding trainee motivations for seeking outcomes data is key to improving its use for learning.
Refining approaches to data provision based on trainee preferences is essential.