Venus,
Undergraduate and graduate education and training on personal health data still has some way to go. I am hoping that the WHO Academy and online training courses will provide more educational and training input.
Pontefract and Wilson's research and evidence points the way to a suitable undergraduate syllabus for professionals. Using electronic patient records: defining learning outcomes for undergraduate education | BMC Medical Education | Full Text (biomedcentral.com)
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1466-5
Although Pontefract and Wilson's paper discusses electronic data, I believe that the education would be suitable for paper records as well.
Using electronic patient records: defining learning outcomes for undergraduate education S. K. Pontefract 1,2 and K. Wilson3
Abstract Background: Healthcare professionals are required to access, interpret and generate patient data in the digital environment, and use this information to deliver and optimise patient care. Healthcare students are rarely exposed to the technology, or given the opportunity to use this during their training, which can impact on the digital competence of the graduating workforce. In this study we set out to develop and define domains of competence and associated learning outcomes needed by healthcare graduates to commence working in a digital healthcare environment.
Method: A National Working Group was established in the UK to integrate Electronic Patient Records (EPRs) into undergraduate education for healthcare students studying medicine, pharmacy, nursing and midwifery. The working group, comprising 12 academic institutions and representatives from NHS England, NHS Digital and EPR system providers, met to discuss and document key learning outcomes required for using EPRs in the healthcare environment. Outcomes were grouped into six key domains and refined by the group prior to external review by experts working in medical education or with EPRs.
Results: Six key domains of competence and associated learning outcomes were identified and defined. External expert review provided iterative refinement and amendment. The agreed domains were:
1) Digital Health: work as a practitioner in the digital healthcare environment;
2) Accessing Data: access and interpret patient data to inform clinical decision-making;
3) Communication: communicate effectively with healthcare professionals and patients in the digital environment;
4) Generating data: generate data for and about patients within the EPR;
5) Multidisciplinary working: work with healthcare professionals with and alongside EPRs; and
6) Monitoring and audit: monitor and improve the quality and safety of healthcare.
Conclusion: The six domains of competence and associated learning outcomes can be used by academics to guide the integration of EPRs into undergraduate healthcare programmes. This is key to ensuring that the future healthcare workforce can work with and alongside EPRs. Keywords: Medical education, Undergraduate, Electronic patient record, Electronic prescribing
HIFA profile: Richard Fitton is a retired family doctor - GP. Professional interests: Health literacy, patient partnership of trust and implementation of healthcare with professionals, family and public involvement in the prevention of modern lifestyle diseases, patients using access to professional records to overcome confidentiality barriers to care, patients as part of the policing of the use of their patient data Email address: richardpeterfitton7 AT gmail.com
