Associate Professor of Pharmacy Practice and Director of Interprofessional Education University of the Pacific, Thomas J. Long School of Pharmacy 3601 Pacific Avenue, Stockton, CA 95211, United States.
Professor of Pharmacy Practice University of the Pacific, Thomas J. Long School of Pharmacy 3601 Pacific Avenue, Stockton, CA 95211, United States.
Curr Pharm Teach Learn. 2021 May;13(5):544-549. doi: 10.1016/j.cptl.2021.01.015. Epub 2021 Jan 22.
To describe a pilot study testing a metacognition and contemplative pedagogy intervention designed to improve student abilities to identify errors on orders entered into a computerized provider order entry (CPOE) system. Educational activity and setting: Student teams worked up five patient cases and entered new orders into a CPOE system. All orders entered by teams were analyzed for errors and faculty members identified fifteen orders representing the top errors and selected these for the pre-exercise, in-class contemplation activity, and post-exercise. Course instructors instructed students to identify all errors on these orders. Students completed a pre/post-survey rating their ability to enter new orders. Two weeks later, students worked up a new patient case and entered orders into the CPOE. These orders were graded and scores were compared to the 2017 cohort to determine any differences in error rates.
Study participants included 205 students The average score of correctly identified errors increased from 22% on the pre-exercise to 62.8% on the post-exercise. On the survey of their skills, students rated their ability to "accurately enter medication orders into the [electronic health record] EHR" more highly after the intervention. The 2017 cohort made 73 errors on 170 orders compared to 45 errors on 165 orders by the 2018 cohort.
Based on improvements in student ability to identify order entry errors and overall positive student feedback, this strategy may be adopted by other educators looking to improve student identification of errors on orders entered into a CPOE system.
描述一项试点研究，该研究测试了一种元认知和冥想教学法干预措施，旨在提高学生识别计算机化医嘱录入（CPOE）系统中输入医嘱错误的能力。
学生小组负责处理五个患者案例，并在 CPOE 系统中输入新医嘱。团队输入的所有医嘱都进行了错误分析，教师确定了十五个代表最高错误的医嘱，并选择这些医嘱作为预练习、课堂内冥想活动和课后练习的内容。课程教师指导学生识别这些医嘱中的所有错误。学生完成了一项预/后测调查，评估他们输入新医嘱的能力。两周后，学生处理了一个新的患者案例，并在 CPOE 中输入医嘱。对这些医嘱进行评分，并将分数与 2017 年的队列进行比较，以确定错误率是否存在差异。
研究参与者包括 205 名学生。在预练习中，正确识别错误的平均得分从 22%提高到了练习后的 62.8%。在关于他们技能的调查中，学生在干预后对自己“准确将医嘱输入电子健康记录（EHR）”的能力评价更高。2017 年的队列在 170 个医嘱中犯了 73 个错误，而 2018 年的队列在 165 个医嘱中犯了 45 个错误。
基于学生识别医嘱输入错误能力的提高和学生的积极反馈，其他教育工作者可能会采用这种策略，以提高学生在 CPOE 系统中输入医嘱时识别错误的能力。
