Presentation Description
James Don Murphy1
Brian Kwan1, Maxwell Spadafore2, Holly Caretta-Weyer3 and Michelle Daniel1
1 University of California, San Diego
2 University of Michigan
3 Stanford University School of Medicine
Brian Kwan1, Maxwell Spadafore2, Holly Caretta-Weyer3 and Michelle Daniel1
1 University of California, San Diego
2 University of Michigan
3 Stanford University School of Medicine
Background
Patient electronic health records (EHRs) represent a ubiquitous tool within healthcare delivery, yet the EHR is an underutilized tool with respect to learner assessment in both undergraduate and graduate medical education. Trainees commonly interact with EHRs in multiple domains including clinical documentation, order entry, electronic communication between provider teams, and increasingly, direct communication with patients. This creates opportunities for authentic, workplace-based assessments (WBAs) of multiple competencies (e.g., diagnostic and management reasoning, communication, procedural skills, etc.) With the increasing capabilities afforded by data analytics tools (e.g., tableau) and artificial intelligence (e.g., natural language processing), there are clear opportunities to derive novel and potentially transformative assessment strategies across the medical education continuum.
This workshop will provide participants with an overview of different opportunities to incorporate the EHR into assessment through a presentation of 2 specific use cases, followed by an interactive discussion:
- Assessment of procedural competency through EHR documentation leveraging tableau.
- Assessment of clinical reasoning competency using machine learning on clinical notes.
Important questions surrounding validity, generalizability, logistics, data security and how to operationalize strategies at the organizational level will be discussed.
Why is the topic important for research and / or practice?
- By leveraging data already in the EHR, extracted through novel tools, personalized assessment of and for learning may be achieved, advancing the agenda of precision education.
- The large volume of data available in the EHR, combined with tools that help make sense of this data, can provide what has been described by Cees Van der Vleuten as “1000 points of light” within programs of assessment.
Workshop format, including participant engagement methods
The workshop will commence with an interactive presentation on how to incorporate EHR data into different domains of assessment across medical education (20 minutes), highlighting 2 use cases. Participants will then break up into small groups for a case-based exercise to discuss ideas, strengths and limitations of different assessment approaches leveraging data in the EHR for assessment (30 minutes). The small groups will then report back to the larger group (10 minutes).
Who should participate?
Faculty or administrators involved in health education assessment and evaluation within undergraduate or graduate medical education.
Level of workshop (beginner / intermediate / advanced)
Beginner / Intermediate / Advanced
Take-home messages / workshop outcomes / implications for further research or practice
Participants will leave this workshop with ideas for how to incorporate EHR data into medical assessment to advance assessment of and for learning, and precision education. Furthermore, participants will gain a better understanding of the potential advantages and limitations surrounding EHR data use in a program of assessment.
Maximum number of participants
100
References (maximum three)
NA