Athletic Training Students' Use of Health Information Technology Professional Behaviors During Clinical Experiences: A Report from the AATE Research Network.

Context: As an essential core competency for high-quality healthcare, health information technology (HIT) leverages the use of technology, such as electronic record systems, to collect and use patient care information to make informed clinical decisions. There is a dearth of information regarding professional athletic training students' (ATSs') use of HIT professional behaviors during clinical experiences.

Objective: To assess HIT professional behaviors ATSs engage with during clinical experience patient encounters (PEs).

Design: Multisite panel design.

Setting: 12 professional athletic training programs.

Participants: 363 ATSs enrolled across the participating professional athletic training programs entered patient encounter information within E*Value during their scheduled clinical experiences.

Data collection and analysis: Characteristics of PEs (length of encounter, student role, clinical site type) were tracked in E*Value by students over three semesters. We used generalized estimating equation models to analyze the likelihood that students included HIT professional behaviors during 30,518 PEs.

Results: Clinical site type (p=0.04), length of encounter (p<0.001), and student role (p<0.001) had the greatest influence on students' documentation of PEs in electronic records systems; PEs occurring at the college/university setting, longer PEs, and full student autonomy increased the likely of this professional behavior. Length of encounter (p<0.001) and clinical site type (p<0.001) influenced students' use of information documented in electronic records systems to assist with clinical decision-making; PEs longer than 60 minutes and PEs in the clinic setting increased this professional behavior likelihood.

Conclusions: Since HIT is integral to providing high-quality patient care, and its use is developed and improved upon across the continuum of the professional career, program administrators and preceptors must seek out opportunities for students to engage in HIT behaviors during clinical experiences. Secondary school clinical sites, sites that typically have shorter patient encounters, and preceptors that offer less autonomy are most in need of intentional efforts toward HIT inclusion.