Uses of Electronic Health Record Data to Measure the Clinical Learning Environment of Graduate Medical Education Trainees: A Systematic Review

Assessment of anaesthesia trainees using performance metrics derived from electronic health records: a longitudinal cohort analysis

BACKGROUND

The development of competencies in anaesthesia residents is assessed by direct observation of their performance and written and oral examinations. Little is known about how residents' competencies are reflected by objective data in anaesthetic records. We investigated whether performance metrics derived from electronic anaesthesia records are associated with anaesthesia residents' progress of training and European written examination timing and results.

METHODS

We recruited 46 anaesthesia providers who trained at the Vienna University Hospital between September 2013 and June 2021, and we reviewed the anaesthesia records of all cases they managed during the study period. We derived six performance measures based on perioperative data routinely collected: intraoperative hypotension and hypothermia, glycaemic control, postoperative nausea and vomiting prevention, lung-protective ventilation, and postoperative kidney injury. We evaluated the association between these quality metrics with training level and written exam completion status in anaesthesia residents after adjusting for patient and surgical factors.

RESULTS

We found a statistically significant association between the level of training and most performance measures. The probability of preventing intraoperative hypotension increased (OR 1.16, 95% CI 1.12 - 1.20) with the level of training, as did the probability of preventing hypothermia (OR 1.08, 95% CI 1.05 - 1.11) and administering appropriate postoperative nausea and vomiting prophylaxis (OR 1.21, 95% CI 1.15 - 1.27). However, the odds of preventing acute kidney injury decreased (OR 0.91, 95% CI 0.83 - 0.99), as did the use of lung-protective ventilation (OR 0.94, 95% 0.92 - 0.97). All participating residents who took the written exam passed it, precluding a direct pass versus fail comparison, but the exam completion status was associated with increased odds of lung-protective ventilation (OR 1.42, 95% CI 1.03 - 1.95) and decreased odds of preventing intraoperative hypotension (OR 0.7, 95% CI 0.49 - 0.99). Glycaemic control was not associated with either of the training milestones.

CONCLUSIONS

The training level of anaesthesia residents had a significant association with several performance metrics. Passing the written exam only had a modest effect. Performance measures based on patient outcomes and intraoperative care may serve as assessment methods for anaesthesia residents' progress tracking.

A Narrative Review of Key Studies in Medical Education in 2023: Applying the Current Literature to Educational Practice and Scholarship

Pediatric clinician educators face the challenge of juggling clinical practice with teaching responsibilities. The balancing act is even more challenging when one considers the need to stay current with evidence from clinical and medical education literature. In this narrative review of 2023 medical education literature, the Academic Pediatric Association Education Committee's Top Articles team summarizes high-yield articles that possess the potential to significantly influence pediatric clinician educator teaching and practice. A standardized blinded rubric was applied to identify the most impactful articles from 19 medical education and specialty journals. Final selections were categorized into six domains: artificial intelligence and technology, belonging in the learning environment, bias in the workplace, clinical learning, curriculum and assessment, and family and community partnerships. The reviewers summarize key findings from the top articles and describe implications for pediatric clinician educator practice.

Implementation of High-Value Care for Physical Therapy Residents Through Systems-Based Practice Curriculum Development: Case Report

BACKGROUND AND PURPOSE

Systems-based practice is a core competency for physical therapy residents, best acquired through experiential learning. Peer health professions are further along than physical therapy in implementing curricula that support systems-based practice. Clinical and practice data in residency programs could provide for education in high-value care (HVC) as a foundation for systems-based practice. Our purpose was to develop and assess a HVC curriculum incorporating reflective practice to help residents achieve competency in systems-based practice.

CASE DESCRIPTION

The Logic Model, which evaluates key components needed for success and sustainability, was used to identify resources for a curriculum in HVC. Two orthopedic physical therapy residents and 5 faculty mentors participated in didactic and mentoring sessions. A practice dashboard for each clinician was developed to facilitate resident-mentor discussions. Focus group input was used to refine the curriculum. The validated Systems Thinking Scale, the Quality Improvement Knowledge Application Tool Rubric, and the American Physical Therapy Association Residency Core Competency Score were used to assess residents' progress and to make comparisons to prior years' residents.

OUTCOMES

The residents demonstrated increases in systems thinking and quality-improvement knowledge and improvements in clinical outcomes and practice efficiencies. Three themes emerged from semistructured interviews: challenges to HVC, current approach in HVC, and future-oriented thinking in HVC in practice.

DISCUSSION AND CONCLUSION

This study demonstrates that HVC activities and a personalized clinical dashboard in a physical therapy residency program can facilitate experiential learning of systems-based practice, a core competency for value-centered, inclusive practice.

From static web to metaverse: reinventing medical education in the post-pandemic era

The World Wide Web and the advancement of computer technology in the 1960s and 1990s respectively set the ground for a substantial and simultaneous change in many facets of our life, including medicine, health care, and medical education. The traditional didactic approach has shifted towards more dynamic and interactive methods, leveraging technologies such as simulation tools, virtual reality, and online platforms. At the forefront is the remarkable evolution that has revolutionized how medical knowledge is accessed, disseminated, and integrated into pedagogical practices. The COVID-19 pandemic also led to rapid and large-scale adoption of e-learning and digital resources in medical education because of widespread lockdowns, social distancing measures, and the closure of medical schools and healthcare training programs. This review paper examines the evolution of medical education from the Flexnerian era to the modern digital age, closely examining the influence of the evolving WWW and its shift from Education 1.0 to Education 4.0. This evolution has been further accentuated by the transition from the static landscapes of Web 2D to the immersive realms of Web 3D, especially considering the growing notion of the metaverse. The application of the metaverse is an interconnected, virtual shared space that includes virtual reality (VR), augmented reality (AR), and mixed reality (MR) to create a fertile ground for simulation-based training, collaborative learning, and experiential skill acquisition for competency development. This review includes the multifaceted applications of the metaverse in medical education, outlining both its benefits and challenges. Through insightful case studies and examples, it highlights the innovative potential of the metaverse as a platform for immersive learning experiences. Moreover, the review addresses the role of emerging technologies in shaping the post-pandemic future of medical education, ultimately culminating in a series of recommendations tailored for medical institutions aiming to successfully capitalize on revolutionary changes.

Leveraging the Electronic Health Record to Measure Resident Clinical Experiences and Identify Training Gaps: Development and Usability Study

Background

Competence-based medical education requires robust data to link competence with clinical experiences. The SARS-CoV-2 (COVID-19) pandemic abruptly altered the standard trajectory of clinical exposure in medical training programs. Residency program directors were tasked with identifying and addressing the resultant gaps in each trainee's experiences using existing tools.

Objective

This study aims to demonstrate a feasible and efficient method to capture electronic health record (EHR) data that measure the volume and variety of pediatric resident clinical experiences from a continuity clinic; generate individual-, class-, and graduate-level benchmark data; and create a visualization for learners to quickly identify gaps in clinical experiences.

Methods

This pilot was conducted in a large, urban pediatric residency program from 2016 to 2022. Through consensus, 5 pediatric faculty identified diagnostic groups that pediatric residents should see to be competent in outpatient pediatrics. Information technology consultants used International Classification of Diseases, Tenth Revision (ICD-10) codes corresponding with each diagnostic group to extract EHR patient encounter data as an indicator of exposure to the specific diagnosis. The frequency (volume) and diagnosis types (variety) seen by active residents (classes of 2020-2022) were compared with class and graduated resident (classes of 2016-2019) averages. These data were converted to percentages and translated to a radar chart visualization for residents to quickly compare their current clinical experiences with peers and graduates. Residents were surveyed on the use of these data and the visualization to identify training gaps.

Results

Patient encounter data about clinical experiences for 102 residents (N=52 graduates) were extracted. Active residents (n=50) received data reports with radar graphs biannually: 3 for the classes of 2020 and 2021 and 2 for the class of 2022. Radar charts distinctly demonstrated gaps in diagnoses exposure compared with classmates and graduates. Residents found the visualization useful in setting clinical and learning goals.

Conclusions

This pilot describes an innovative method of capturing and presenting data about resident clinical experiences, compared with peer and graduate benchmarks, to identify learning gaps that may result from disruptions or modifications in medical training. This methodology can be aggregated across specialties and institutions and potentially inform competence-based medical education.

An age-friendly chart review tool: integrating geriatrics education and quality improvement in a resident primary care clinic

Resident primary care clinics have no standardized approach for assessing geriatric-specific quality of care measures. This results in wide variability in the quality of care offered to older adults in these clinics and the quality of geriatrics education residents receive in the primary care setting. To address this need, we developed a structured resident self-assessment chart review tool designed to be integrated into a required Geriatrics rotation within an Internal Medicine residency program. Review of the completed chart review tools revealed gaps in resident documentation of geriatric-specific domains, with assessments of cognition, function, and sensory ability most likely to be missing. Qualitative review of open-ended comments included in the chart review exercise identified documentation of patient goals and values as high clinical priority, while documentation of a cognitive assessment was considered to be of low clinical priority. By integrating improving quality of care with resident education, the chart review tool may offer an effective and time-efficient strategy for better patient care, increasing geriatric-specific education within primary care and helping educators identify areas of priority for future curriculum development.