临床学习环境中的数字监督:在电子健康记录中表征团队合作
Dori A Cross1, Josh Weiner1, Andrew P J Olson2,3,4
1Division of Health Policy and Management, University of Minnesota School of Public Health, Minneapolis, Minnesota, USA.
在教学期间,主治医生在电子健康记录 (EHR) 中的时间比直接护理的时间少. 根据居民的经验,EHR的使用情况有所不同,这表明有机会改善监督实践.
科学领域:
- 医学教育 医学教育
- 医疗信息学 医疗信息学
- 临床监督 临床监督
背景情况:
- 在学术医院的常务医生监督住院人员.
- 了解主治医生的电子健康记录 (EHR) 用于居民学习是有限的.
研究的目的:
- 在教学期间与直接的患者护理相比,医生在教学期间的EHR行为比较.
- 评估EHR使用证据监督校准居民学习者.
主要方法:
- 来自1721个教师轮班 (2022年1月至6月) 的EHR元数据的横截面分析.
- 测量EHR时间 (轮班内,轮班外),笔记写作/审查,订单输入和临床审查.
- 使用多层次建模来评估EHR行为变化与居民经验的差异,控制医生模式.
主要成果:
- 与会者在教学 (129分钟) 和直接照顾 (240分钟) 上花费的电子健康记录时间显著减少.
- 在教学服务方面,EHR行为不那么一致.
- 随着越来越多的老年居民,EHR时间减少了,这表明监督授权.
结论:
- 在教学期间的EHR行为与直接护理有很大不同,并且非常可变.
- 缺乏一致性凸显了开发基于EHR的监督最佳实践的机会.
- 优化EHR使用可以促进有效的临床学习环境.
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