Browsing by Author "Maity, Pallavi"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Comparison of Open-Source Electronic Health Record Systems Based on Functional and User Performance Criteria
    (The Korean Society of Medical Informatics, 2019-04) Purkayastha, Saptarshi; Allam, Roshini; Maity, Pallavi; Gichoya, Judy W.; BioHealth Informatics, School of Informatics and Computing
    Objectives: Open-source Electronic Health Record (EHR) systems have gained importance. The main aim of our research is to guide organizational choice by comparing the features, functionality, and user-facing system performance of the five most popular open-source EHR systems. Methods: We performed qualitative content analysis with a directed approach on recently published literature (2012-2017) to develop an integrated set of criteria to compare the EHR systems. The functional criteria are an integration of the literature, meaningful use criteria, and the Institute of Medicine's functional requirements of EHR, whereas the user-facing system performance is based on the time required to perform basic tasks within the EHR system. Results: Based on the Alexa web ranking and Google Trends, the five most popular EHR systems at the time of our study were OSHERA VistA, GNU Health, the Open Medical Record System (OpenMRS), Open Electronic Medical Record (OpenEMR), and OpenEHR. We also found the trends in popularity of the EHR systems and the locations where they were more popular than others. OpenEMR met all the 32 functional criteria, OSHERA VistA met 28, OpenMRS met 12 fully and 11 partially, OpenEHR-based EHR met 10 fully and 3 partially, and GNU Health met the least with only 10 criteria fully and 2 partially. Conclusions: Based on our functional criteria, OpenEMR is the most promising EHR system, closely followed by VistA. With regards to user-facing system performance, OpenMRS has superior performance in comparison to OpenEMR.
  • Thumbnail Image
    Item
    Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs
    (ACPI, 2019) Purkayastha, Saptarshi; Surapaneni, Asha K.; Maity, Pallavi; Rajapuri, Anushri S.; Gichoya, Judy W.; BioHealth Informatics, School of Informatics and Computing
    In the traditional lab setting, it is reasonably straightforward to monitor student learning and provide ongoing feedback. Such formative assessments can help students identify their strengths and weaknesses, and assist faculty to recognize where students are struggling and address problems immediately. But in an online virtual lab setting, formative assessment has challenges that go beyond space-time synchrony of online classroom. As we see increased enrollment in online courses, learning science needs to address the problem of formative assessment in online laboratory sessions. We developed a student team learning monitor (STLM module) in an electronic health record system to measure student engagement and actualize the social constructivist approach of Process Oriented Guided Inquiry Learning (POGIL). Using iterative Plan-Do-Study-Act cycles in two undergraduate courses over a period of two years, we identified critical components that are required for online implementation of POGIL. We reviewed published research on POGIL classroom implementations for the last ten years and identified some common elements that affect learning gains. We present the critical components that are necessary for implementing POGIL in online lab settings, and refer to this as Cyber POGIL. Incorporating these critical components are required to determine when, how and the circumstances under which Cyber POGIL may be successfully implemented. We recommend that more online tools be developed for POGIL classrooms, which evolve from just providing synchronous communication to improved task monitoring and assistive feedback.
  • Thumbnail Image
    Item
    Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting
    (Academic Conferences International Limited, 2018-11) Purkayastha, Saptarshi; Surapaneni, Asha Kiranmayee; Maity, Pallavi; BioHealth Informatics, School of Informatics and Computing
    In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training.
  • Thumbnail Image
    Item
    Improving “Desktop medicine” efficiency using Guided Inquiry Learning in an Electronic Health Records System
    (2018-07-18) Purkayastha, Saptarshi; Naliyatthaliyazchayil, Parvati Ravindranathan Menon; Surapaneni, Asha Kiranmayee; Kowkutla, Ashwini; Maity, Pallavi
    Recent studies have shown that more than 50% of physician time is spent on “desktop medicine” – the practice of medicine that requires the use of computers and other technology. Providers are trained in other medical practices through elaborate course work, but don’t get enough training and follow-up training on the desktop medicine practices such as efficient use of an electronic health record (EHR) system. By putting in practice theories from learning sciences, human-computer interaction and evaluation in an undergraduate health information management (HIM) course, we developed a module called Student Team Learning Monitor (STLM) in an open-source EHR.