@Article{info:doi/10.2196/11351,
author="Peters, Sanne
and Clarebout, Geraldine
and Aertgeerts, Bert
and Leppink, Jimmie
and Roex, Ann",
title="Supporting Students With Electronic Health Record--Embedded Learning Aids: A Mixed-Methods Study",
journal="JMIR Med Educ",
year="2019",
month="Apr",
day="12",
volume="5",
number="1",
pages="e11351",
keywords="integrated learning; transfer of learning; electronic health record; electronic performance support system; learning aids; workplace learning",
abstract="Background: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood. Objective: This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning. Methods: First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)--embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach. Results: Forty-four students participated in this study. No significant difference was found between the two conditions (t42=--0.511, P=.61, 95{\%} CI --4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor. Conclusions: Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning. ",
issn="2369-3762",
doi="10.2196/11351",
url="http://mededu.jmir.org/2019/1/e11351/",
url="https://doi.org/10.2196/11351",
url="http://www.ncbi.nlm.nih.gov/pubmed/30977741"
}