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Electronic medical records (EMRs) are used to improve patient information, accessibility and safety of healthcare delivery. Due to its widespread use and implementation, it is essential for students to gain fluency with its components and functionalities as there is no doubt that they will encounter an EMR during their professional career. Most of the literature regarding EMR integration into a curriculum is related to medicine and nursing, with limited guidance regarding integration in pharmacy curricula.1
EMR use in the curriculum may serve as a platform to develop students’ technical skills needed for clinical practice, but it has yet to be determined whether exposure during students’ didactic experience will translate to efficient provision of patient care and increased confidence. Previous studies involving pharmacy curricula evaluated the use of EMRs in their Pharmaceutical Care Skills or Introductory Pharmacy Practice Experiences.2 3 The objective of this study was to assess students’ familiarity with the components and functionalities of EMRs and their confidence levels with EMR utilisation before and after several simulation-based learning activities integrated within the curriculum.
Patient cases and learning activities were aligned within several courses at our College (table 1). Cases were created to re-emphasise fundamental curricular content, satisfy predetermined learning objectives and permit simulated activities with higher levels of Bloom’s taxonomy. Two systems, PCIS (Provost, Utah, USA) and Epic (Verona, Wisconsin, USA), were utilised to illustrate system differences for ambulatory and inpatient settings, …
Contributors ACM: conceptionalised the project and design, drafted the manuscript and revised it for important intellectual content; ESS-B: acquired the data for the manuscript, drafted the manuscript, revised it for important intellectual content and approved the final version. SRG: acquired the data for the manuscript, drafted the manuscript and approved the final version. KMS and SPD: provided the analysis and interpretation of data for the work, drafted the manuscript and approved the final version.
Competing interests None declared.
Ethics approval University of South Florida Institutional Review Board.
Provenance and peer review Not commissioned; internally peer reviewed.
Presented at Portions of this work were presented at the American Association of Colleges of Pharmacy annual conference in July 2014 in Grapevine, Texas, USA and at the Society for Simulation in Healthcare annual conference in January 2014 in San Francisco, California, USA.
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