Supporting Students With Electronic Health Record-Embedded Learning Aids: A Mixed-Methods Study

Sanne Peters; Geraldine Clarebout; Bert Aertgeerts; Jimmie Leppink; Ann Roex

doi:10.2196/11351

Supporting Students With Electronic Health Record-Embedded Learning Aids: A Mixed-Methods Study

Sanne Peters^*, Geraldine Clarebout, Bert Aertgeerts, Jimmie Leppink, Ann Roex

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

BACKGROUND: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood.

OBJECTIVE: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning.

METHODS: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)-embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach.

RESULTS: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=-0.511, P=.61, 95% CI -4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor.

CONCLUSIONS: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.

Original language	English
Article number	e11351
Journal	JMIR medical education
Volume	5
Issue number	1
DOIs	https://doi.org/10.2196/11351
Publication status	Published - 12 Apr 2019

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10.2196/11351Licence: CC BY

Cite this

@article{9e8c03eb4bff43d794a17b1b007bcd95,

title = "Supporting Students With Electronic Health Record-Embedded Learning Aids: A Mixed-Methods Study",

abstract = "BACKGROUND: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood.OBJECTIVE: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning.METHODS: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)-embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach.RESULTS: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=-0.511, P=.61, 95% CI -4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor.CONCLUSIONS: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.",

author = "Sanne Peters and Geraldine Clarebout and Bert Aertgeerts and Jimmie Leppink and Ann Roex",

note = "{\textcopyright}Sanne Peters, Geraldine Clarebout, Bert Aertgeerts, Jimmie Leppink, Ann Roex. Originally published in JMIR Medical Education (http://mededu.jmir.org), 12.04.2019.",

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doi = "10.2196/11351",

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AU - Peters, Sanne

AU - Clarebout, Geraldine

AU - Aertgeerts, Bert

AU - Leppink, Jimmie

AU - Roex, Ann

N1 - ©Sanne Peters, Geraldine Clarebout, Bert Aertgeerts, Jimmie Leppink, Ann Roex. Originally published in JMIR Medical Education (http://mededu.jmir.org), 12.04.2019.

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N2 - BACKGROUND: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood.OBJECTIVE: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning.METHODS: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)-embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach.RESULTS: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=-0.511, P=.61, 95% CI -4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor.CONCLUSIONS: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.

AB - BACKGROUND: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood.OBJECTIVE: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning.METHODS: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)-embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach.RESULTS: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=-0.511, P=.61, 95% CI -4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor.CONCLUSIONS: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.

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