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Viewpoint |

Refocusing Medical Education in the EMR Era

Natalie M. Pageler, MD, MEd1,3; Charles P. Friedman, PhD4; Christopher A. Longhurst, MD, MS2,3
[+] Author Affiliations
1Divisions of Critical Care Medicine and Systems Medicine, Stanford University School of Medicine, Stanford, California
2Division of Systems Medicine, Stanford University School of Medicine, Stanford, California
3Department of Clinical Informatics, Lucile Packard Children’s Hospital at Stanford, Stanford, California
4Health Informatics Program, Schools of Information and Public Health, University of Michigan, Ann Arbor
JAMA. 2013;310(21):2249-2250. doi:10.1001/jama.2013.282326.
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Extract

There is increasing recognition that medical education should be adapted to address the integration of the electronic medical record (EMR) into medical practice, but how this should occur and the specific educational goals have not been well defined. In this Viewpoint, we offer suggestions for updating the Accreditation Council for Graduate Medical Education (ACGME) competencies to promote optimal integration of the EMR into clinical practice, guidance for using data available within the EMR to support and evaluate the achievement of ACGME milestones, and specific steps that individual institutions can take to support this evolution in medical education.

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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