Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA.
Doctor of Dental Surgery Candidate, School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA.
J Dent Educ. 2023 May;87(5):660-668. doi: 10.1002/jdd.13175. Epub 2023 Jan 30.
The American Recovery and Reinvestment Act provided incentives for the adoption of electronic health records. The integrated electronic medical and dental records (iEMDRs) can minimize healthcare charting errors. The use of iEMDR by healthcare students requires training and competence. There are no defined student competencies to assess the effective and responsible use of iEMDR in dentistry. The goal of this study was to propose a student competency model and study the impact of training modalities on iEMDR competency.
This retrospective observational cohort study evaluated de-identified assessment scores (AS) and performance scores (PS) in predoctoral dental student (PDS) and advanced standing predoctoral (ASP) student cohorts that received remote or in-person iEMDR training. The AS and PS evaluated the knowledge and application of iEMDR, respectively. A voluntary survey evaluated students' self-perceived preparedness for iEMDR use. Linear regressions were used to determine the association between training modality and scores. Mantel-Haenszel ordinal chi-square tested differences between groups and agreement by training type. Statistical significance was set at 0.05.
The sample size (N = 214) provided 95% power to detect differences between study groups. The knowledge of iEMDR (AS) was not impacted due to the training type (p = 0.90) in either student cohorts, whereas the application of knowledge (PS) was higher in ASP student cohort after remote training (p < 0.001) as compared to PDS student cohort. Higher proportion of students perceived preparedness after remote learning in comparison to in-person training (p < 0.001).
The iEMDR competency model was useful to test the effective and responsible use of iEMDR, and remote training improved students' self-perceived preparedness.
《美国复苏与再投资法案》为采用电子健康记录提供了激励措施。集成电子医疗和牙科记录（iEMDR）可以最大限度地减少医疗保健图表错误。医疗保健学生使用 iEMDR 需要培训和能力。目前还没有确定的学生能力来评估在牙科中有效和负责任地使用 iEMDR。本研究的目的是提出一个学生能力模型，并研究培训方式对 iEMDR 能力的影响。
本回顾性观察队列研究评估了接受远程或现场 iEMDR 培训的牙科学预博士（PDS）和高级预备牙科学预（ASP）学生队列的未识别评估分数（AS）和表现分数（PS）。AS 和 PS 分别评估了 iEMDR 的知识和应用。一份自愿调查评估了学生对使用 iEMDR 的自我准备情况。线性回归用于确定培训方式与分数之间的关联。Mantel-Haenszel 有序卡方检验用于检验组间差异和培训类型的一致性。统计学意义设定为 0.05。
样本量（N=214）提供了 95%的效力来检测研究组之间的差异。无论学生群体如何，iEMDR 的知识（AS）都不会因培训类型而受到影响（p=0.90），而远程培训后的 ASP 学生群体的知识应用（PS）更高（p<0.001）与 PDS 学生群体相比。与现场培训相比，远程学习后更多的学生认为自己更有准备（p<0.001）。
iEMDR 能力模型可用于测试 iEMDR 的有效和负责任使用，远程培训提高了学生的自我准备感知。
