Joi Hei Chan, Steven Walker, Angelina Lim, Emily Stokes
{"title":"基于电子病历的药单评估在药学新生中的应用探讨。","authors":"Joi Hei Chan, Steven Walker, Angelina Lim, Emily Stokes","doi":"10.1016/j.ajpe.2025.101477","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To pilot an electronic medical records (EMR) simulation activity that incorporates a medication verification process, aimed at exploring novice learners' interactions with the system, as well as their perceptions and confidence in verifying medication orders.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted using a simulated EMR platform, MyDispense™. The study consisted of five medication orders, where students were asked to either select \"verify\" or \"reject\" each order. The activity was piloted by 390 second-year students across Australia and Malaysia. Verification actions and common mistakes were exported from MyDispense™. Student perception and confidence data was collected using pre- and post-surveys. An expert panel reviewed the data and suggested a scaffolded curriculum.</p><p><strong>Results: </strong>The majority of students (80.5-94.9% across cases) could correctly select the appropriate medication verification option. Common mistakes included incorrect selections on the issues for review form, such as specifying incorrect medication duration and indication. When orders were pitched to be clinically grey but safe to administer, there was a preference for novice learners to reject. Pre-activity survey responses totalled 277, and post-activity responses were 261. There was a statistically significant increase in perceived confidence, with scores rising from 3 to 4 on a 5-point Likert scale, indicating improved confidence in EMR medication verification. A scaffolded curriculum incorporating milestones of experiential placements was recommended.</p><p><strong>Conclusion: </strong>Whilst students' perceived confidence in medication verification increased overall, the study highlighted a potential need for educators to prepare students for clinical documentation and discussions, by encouraging students to log interventions and partake in conversations with the prescribing team outside of the electronic verification process.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101477"},"PeriodicalIF":3.8000,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring an Introduction to Electronic Medical Record-Based Assessment of Medication Orders Among Novice Pharmacy Students.\",\"authors\":\"Joi Hei Chan, Steven Walker, Angelina Lim, Emily Stokes\",\"doi\":\"10.1016/j.ajpe.2025.101477\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>To pilot an electronic medical records (EMR) simulation activity that incorporates a medication verification process, aimed at exploring novice learners' interactions with the system, as well as their perceptions and confidence in verifying medication orders.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted using a simulated EMR platform, MyDispense™. The study consisted of five medication orders, where students were asked to either select \\\"verify\\\" or \\\"reject\\\" each order. The activity was piloted by 390 second-year students across Australia and Malaysia. Verification actions and common mistakes were exported from MyDispense™. Student perception and confidence data was collected using pre- and post-surveys. An expert panel reviewed the data and suggested a scaffolded curriculum.</p><p><strong>Results: </strong>The majority of students (80.5-94.9% across cases) could correctly select the appropriate medication verification option. Common mistakes included incorrect selections on the issues for review form, such as specifying incorrect medication duration and indication. When orders were pitched to be clinically grey but safe to administer, there was a preference for novice learners to reject. Pre-activity survey responses totalled 277, and post-activity responses were 261. There was a statistically significant increase in perceived confidence, with scores rising from 3 to 4 on a 5-point Likert scale, indicating improved confidence in EMR medication verification. A scaffolded curriculum incorporating milestones of experiential placements was recommended.</p><p><strong>Conclusion: </strong>Whilst students' perceived confidence in medication verification increased overall, the study highlighted a potential need for educators to prepare students for clinical documentation and discussions, by encouraging students to log interventions and partake in conversations with the prescribing team outside of the electronic verification process.</p>\",\"PeriodicalId\":55530,\"journal\":{\"name\":\"American Journal of Pharmaceutical Education\",\"volume\":\" \",\"pages\":\"101477\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2025-07-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Pharmaceutical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1016/j.ajpe.2025.101477\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2025.101477","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Exploring an Introduction to Electronic Medical Record-Based Assessment of Medication Orders Among Novice Pharmacy Students.
Objective: To pilot an electronic medical records (EMR) simulation activity that incorporates a medication verification process, aimed at exploring novice learners' interactions with the system, as well as their perceptions and confidence in verifying medication orders.
Methods: A quasi-experimental study was conducted using a simulated EMR platform, MyDispense™. The study consisted of five medication orders, where students were asked to either select "verify" or "reject" each order. The activity was piloted by 390 second-year students across Australia and Malaysia. Verification actions and common mistakes were exported from MyDispense™. Student perception and confidence data was collected using pre- and post-surveys. An expert panel reviewed the data and suggested a scaffolded curriculum.
Results: The majority of students (80.5-94.9% across cases) could correctly select the appropriate medication verification option. Common mistakes included incorrect selections on the issues for review form, such as specifying incorrect medication duration and indication. When orders were pitched to be clinically grey but safe to administer, there was a preference for novice learners to reject. Pre-activity survey responses totalled 277, and post-activity responses were 261. There was a statistically significant increase in perceived confidence, with scores rising from 3 to 4 on a 5-point Likert scale, indicating improved confidence in EMR medication verification. A scaffolded curriculum incorporating milestones of experiential placements was recommended.
Conclusion: Whilst students' perceived confidence in medication verification increased overall, the study highlighted a potential need for educators to prepare students for clinical documentation and discussions, by encouraging students to log interventions and partake in conversations with the prescribing team outside of the electronic verification process.
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The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
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