The document outlines the development and evolution of the project 'Clinical Information Systems for Primary Care' (CIS4PC), which incorporated electronic health information systems into healthcare education at Leeds University. It highlights the shift towards electronic communication and the importance of preparing students for modern healthcare practices through interactive, technology-integrated learning sessions. The project aims to equip future healthcare professionals with essential skills relevant to both primary and secondary care by utilizing widely-used systems like TPP SystmOne.

1. The project name and supporting organisations at outset.
The Project initially named ‘Clinical Information Systems for Primary Care’ (CIS4PC) was developed at Leeds University using TPP SystmOne (most widely used CIS in West Yorkshire GP practices).
Leeds was the first University to incorporate a ‘live’ CIS into the classroom as part of the student’s preparation for clinical placements.
CIS4PC was renamed in 2013 to ‘Clinical Information Systems for Patient Care’ to reflect the incorporation of CISs in secondary care (hospitals).
1

2. 2

3. Times are changing.
We live in a world reliant on technology. A world where everything occurs at a faster pace including healthcare.
Patients are spending shorter periods in hospital, undergoing more complex investigations and more care is delivered in the community. COMMUNICATION is as important as it has ever been. We have modes through which this can occur quicker.
Electronic communication is used throughout many Institutions in the world and it would be fair to say that the NHS needs to catch up (and is trying). The future is almost certainly an electronic one.
In order for our students to be adequately prepared for practice we must prepare them for the technological age.
3

4. Many different systems in both primary and secondary care. In primary care the overall aim is the same, in secondary care it is a little more complicated. But essentially the general principles that our students learning needs to be future proofed and Health informatics technology are now common to both primary and secondary care.
4

5. Project had 3 phases:
Initially developing a spiral curriculum for undergraduate MBChB
Integrating the teaching into School of Healthcare (Nursing students and allied professionals)
Disseminate the materials for use in continued professional development in postgraduate GPs and PNs
5

6. The project sessions needed to be interactive. The content initially naturally sat in primary care as a ‘natural home’ as information systems are already embedded within primary care.
TPP SystmOne were the only CIS to offer a free partnership to the UoL out of the CIS available; plus this system is the most widely used CIS in Yorkshire and the Humber area.
Indeed part of the re-useable context in the final phase of our project is to ensure our teaching materials can be used by educators with access to any system. Not just SystmOne in the practice settings.
6

7. Current process – Session 1: lecture based introduction to HI .
7

8. Current process – Session 2: in computer cluster at live information system.
Where they first get access to the system. They are given a ‘new patient registration sheet’ to input information on the CIS, they are given time to navigate it, look at its functions and we are aiming to teach that CIS systems are aligned to ‘other’ systems they use regularly, navigation can be by different routes, but principles should be transferrable.
Students are allowed to explore the system any “emerging learning outcomes” are addressed in more depth such as communication tools including “panic button”, audit issues and multi professional inputs, and how they contribute to overall patient care.
Students then move on to watch a video of a consultation (relating to the same patient), they then record the new information.
8

9. This tool is a basis for students to follow, to help guide them through a CIS
9

10. Current process – Session 3: in computer cluster at live information system.
Where they undertake role play of practitioner and patient. They have time to navigate system, look at its functions and are peer assessed on use of triadic interaction.
10

11. Students observe a video in which the practitioner does NOT use the CIS effectively during the triadic consultation process. Students reflect on the communications skills themes. They then interact in pairs both practitioner and patients roles and give each other feedback on areas of development.
Participant invited to reflect on their GP interactions, do they listen, then type; type during conversation; type after interaction; show them what they’ve typed?
Medical students undertaking this session have completed documentation to receive their ‘NHS SMARTCARDS’ and commence the annual requirement to undertake online Information Governance training.
11

12. Students again role play but have to use greater breadth and depth of tools within the CIS, completing more complex processes/actions around patient care.
12

13. The emphasis on this session is longitudinal record keeping, reflecting on past care and planning future care.
13

14. Developing a fifth RLO on prescribing using clinical information systems, this session is planned as a tool to be utilised within practice settings.
14

15. Budgets getting tighter // Curriculum content increasing // Range of topics that need to be taught are increasing // Demands on clinical educators is dramatically increasing // Is it possible to teach it all? //
By including health informatics the teaching content can combine the three essential disciplines of scholar, practitioner and professional.
It can cover a number of areas in a safe and realistic learning environment.
15

16. 16

17. In UK primary care – CIS = 100% coverage.
They are used by a wide variety of professionals who all complete one central electronic record per patient. WE therefore as health professional educators need to ensure our students are prepared for their futures.
The emphasis for health care students is that they experience “real world” systems and gains transferrable skills ( lerni to drive in car A but then can transfer those skills to car B, C, D.
17

18. 18