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Enter and Discuss Orders and Prescriptions (EPA 4): A Curriculum for Fourth-Year Medical Students.
Liao, Nancy; Leung, Cynthia; Barbee, Jeff; Gonzales, Gabrielle; Schaffernocker, Troy; Kman, Nick; Curren, Camilla; Lewis, Kristen.
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  • Liao N; Assistant Professor, Department of Pediatrics, The Ohio State University College of Medicine, and Section of Hospital Medicine, Nationwide Children's Hospital.
  • Leung C; Assistant Professor, Department of Emergency Medicine, The Ohio State University College of Medicine.
  • Barbee J; Research Specialist, Office of Curriculum and Scholarship, The Ohio State University College of Medicine.
  • Gonzales G; Third-Year Resident, Department of Pediatrics, The Ohio State University College of Medicine, and Pediatric Residency, Nationwide Children's Hospital.
  • Schaffernocker T; Assistant Professor, Department of Pulmonary Critical Care and Sleep Medicine, The Ohio State University College of Medicine.
  • Kman N; Professor, Department of Emergency Medicine, The Ohio State University College of Medicine.
  • Curren C; Associate Professor, Department of Internal Medicine, The Ohio State University College of Medicine.
  • Lewis K; Assistant Professor, Department of Internal Medicine, The Ohio State University College of Medicine, and Section of Hospital Medicine, Nationwide Children's Hospital.
MedEdPORTAL ; 18: 11263, 2022.
Article en En | MEDLINE | ID: mdl-35799675
Introduction: Order entry, entrustable professional activity (EPA) 4, is one of several EPAs that residency program directors identify as a weakness for PGY 1 residents. A multispecialty survey of program directors indicated that only 69% of interns could be trusted to enter and discuss orders and prescriptions without supervision. To address this gap, we developed a formative workshop for fourth-year medical students. Methods: Prior to the start of their subinternships, 366 fourth-year medical students engaged in an order entry workshop. Students performed chart reviews on electronic standardized patients within an educational electronic health record (EHR), placed admission orders, customized order sets, responded to safety alerts, utilized decision support tools, and incorporated high-value care considerations. Students used expert-validated rubrics to assess the quality of their admission orders and participated in a facilitated group discussion on key learning points. Finally, students participated in order entry, with all orders requiring cosignature by a supervising physician, during their clinical rotations. Students reported their confidence with order entry before and after the workshop and after the clinical rotation. Results: One hundred seventeen students completed the pre- and postworkshop surveys, and 99 went on to complete the postcourse evaluation. Students showed a statistically significant increase in their confidence level following the workshop. Discussion: Order entry is a critical, complex skill that requires deliberate instruction. This curriculum, which leverages the features of an educational EHR, can facilitate instruction, practice, and confidence gains regarding order entry prior to further application of these skills in the clinical environment.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Internado y Residencia Tipo de estudio: Prognostic_studies Límite: Humans Idioma: En Revista: MedEdPORTAL Año: 2022 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Internado y Residencia Tipo de estudio: Prognostic_studies Límite: Humans Idioma: En Revista: MedEdPORTAL Año: 2022 Tipo del documento: Article Pais de publicación: Estados Unidos