Table 2.
Student Pharmacists’ Perceptions of Use of an EMR for a Drug Information Question Assignment.
| Statement | Pre Assignment | Post Assignment | |||
|---|---|---|---|---|---|
| Mean (SD) Median |
Agreed or Strongly Agreed, n (%) | Mean (SD) Median |
Agreed or Strongly Agreed, n (%) | p Value a | |
| I am confident in my ability to look up and obtain patient specific information from an electronic medical record (EMR). (n = 132, 128) | 3.49 (1.04) 4 |
27 (20.5) | 2.09 (0.70) 2 |
106 (82.8) | <0.001 |
| Access to an EMR is useful for completing the drug information question assignment. (n = 132, 131) | 2.08 (0.78) 2 |
95 (71.9) | 1.63 (0.81) 1 |
120 (91.6) | <0.001 |
| Access to patient information in an EMR is necessary to provide appropriate responses to drug information questions in pharmacy practice. (n = 132, 131) | 2.02 (0.75) 2 |
102 (77.2) | 1.44 (0.58) 1 |
130 (99.3) | <0.001 |
| Using the teaching EMR to complete the drug information assignment will improve or has improved my knowledge of EMR systems. (n = 132, 130) | 2.30 (0.79) 2 |
81 (61.4) | 1.70 (0.80) 2 |
116 (89.3) | <0.001 |
| Using the teaching EMR to complete the drug information assignment will improve or has improved my confidence in using EMR systems. (n = 131, 130) | 2.34 (0.76) 2 |
76 (58.0) | 1.84 (0.81) 2 |
110 (84.7) | <0.001 |
| Student pharmacists should be exposed to EMRs during classroom coursework. (n = 131, 131) | 1.87 (0.80) 2 |
105 (80.2) | 1.42 (0.67) 1 |
127 (96.9) | <0.001 |
| The teaching EMR used is easy to learn and easy to navigate. (n = 131, 130) | 3.09 (0.84) 3 |
28 (21.4) | 2.60 (0.99) 2 |
67 (51.6) | <0.001 |
| The teaching EMR used to complete the drug information assignment will improve my performance during upcoming IPPE and APPE rotations. (n = 132, 131) |
2.33 (0.74) 2 |
78 (59.1) | 1.98 (0.78) 2 |
104 (79.4) | <0.001 |
| Access to the teaching EMR for the drug information assignment will improve or has improved my verbal score. (n = 131, 130) | 3.05 (0.72) 3 |
24 (18.3) | 2.93 (0.90) 3 |
38 (29.3) | 0.03 |
| Access to the teaching EMR for the drug information assignment will improve or has improved my written score. (n = 132, 131) | 4.71 (3.08) 2 |
67 (50.8) | 3.05 (2.70) 2 |
99 (75.5) | <0.001 |
| The integration of the teaching EMR within the drug information course will enhance or has enhanced my overall learning experience. (n = 132, 131) | 2.23 (0.75) 2 |
88 (66.7) | 1.84 (0.73) 2 |
114 (87.1) | <0.001 |
| It is an expectation that pharmacy graduates are ready to appropriately use health information tools, including EMRs. (n = 132, 130) | 1.95 (0.79) 2 |
103 (78.0) | 1.62 (0.80) 1 |
116 (89.3) | <0.001 |
APPE, advanced pharmacy practice experience; EMR, electronic medical record; IPPE, introductory pharmacy practice experience; SD, standard deviation. a p values were calculated using the comparisons of initial and post-assignment mean scores for each Likert-statement response with a Wilcoxon signed-rank test. Note: Responses based on a five-point Likert scale (1 = strongly agree, 2 = agree, 3 = undecided, 4 = disagree, 5 = strongly disagree). Students were allowed to skip questions within the survey. Results were analyzed using the total of responses recorded for each Likert statement, with the first n value reported representing the total number of participants that selected a choice for the pre assignment Likert-statement, and the second n value representing the total number of participants that selected a choice for the post statement.