Charting a course: Use of Electronic Health Records in skills‐based pharmacy education

Abstract Introduction Competent navigation of an electronic health record (EHR) has become a critical skill for health professionals, and pharmacists need to be adept in EHR utilization given the extent of EHR involvement in routine medication management. Limited data exists related to current approaches to teaching EHR skills in pre‐Advanced Pharmacy Practice Experiences (pre‐APPE) pharmacy curricula. Objectives The purpose of this study was to describe activities, utilization, and barriers to implementation of teaching EHRs (tEHRs) into pharmacy curricula in skills‐based courses. Methods Faculty members of the Big Ten Academic Alliance Skills‐Based Education and Assessment Collaborative (BTAA‐SBEAC) were surveyed. The questionnaire included open‐ended questions related to tEHR type, curriculum placement, and current use of tEHRs, as well as barriers to incorporation of tEHRs in the curriculum. Inductive content analysis was used to evaluate qualitative responses. Results A representative from all 10 colleges within the BTAA responded. Most programs focused on EHR teaching in the second and third years of the curriculum. All respondents reported having access to a tEHR for internal case building. The tEHR was used by all institutions to allow students to practice in gathering patient information as the first step in the Pharmacists' Patient Care Process. Other activities commonly performed using the tEHR included patient care documentation, medication order verification, prescription processing, and medication reconciliation. Faculty time and cost were barriers identified for successful tEHR implementation. Conclusion Multiple skills are taught through the utilization of a tEHR among the colleges within the BTAA. These activities vary between institutions, and barriers exist that limit expansion and consistent integration across a skills‐based curriculum. Recognition of EHR utilization as an essential pharmacy skill can allow for development of formalized learning outcomes, leading to better support and integration throughout skills‐based courses.