Abstract
Objective This study sought to quantitatively characterize medical students' expectations and
experiences of an electronic health record (EHR) system in a hospital setting, and
to examine perceived and actual impacts on learning.
Methods Medical students from July to December 2016 at a tertiary pediatric institution completed
pre- and postrotation surveys evaluating their expectations and experience of using
an EHR during a pediatric medicine rotation. Survey data included past technology
experience, EHR accessibility, use of learning resources, and effect on learning outcomes
and patient–clinician communication.
Results Students generally reported high computer self-efficacy (4.16 ± 0.752, mean ± standard
deviation), were comfortable with learning new software (4.08 ± 0.771), and expected
the EHR to enhance their overall learning (4.074 ± 0.722). Students anticipated the
EHR to be easy to learn, use, and operate, which was consistent with their experience
(pre 3.86 vs. post 3.90, p = 0.56). Students did not expect nor experience that the EHR reduced their interaction,
visual contact, or ability to build rapport with patients. The EHR did not meet expectations
to facilitate learning around medication prescribing, placing orders, and utilizing
online resources. Students found that the EHR marginally improved feedback surrounding
clinical contributions to patient care from clinicians, although not to the expected
levels (pre 3.50 vs. post 3.17, p < 0.01).
Conclusion Medical students readily engaged with the EHR, recognized several advantages in clinical
practice, and did not consider their ability to interact with patients was impaired.
There was widespread consensus that the EHR enhanced their learning and clinician's
feedback, but not to the degree they had expected.
Keywords
EHR - medical student - education - curriculum
