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Unit Seven Theory Rewrite

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Lauren Fowler-Carter
Lauren Fowler-Carter

Dr. Mary decided to transition her paper medical records to an electronic format using a new Electronic Medical Records (EMR) system. Her staff received training on the system but Dr. Mary missed parts of the instruction. To help Dr. Mary learn, her staff used role playing where they acted as patients and Dr. Mary practiced interacting with the EMR. Through multiple role playing sessions, Dr. Mary became comfortable navigating the system and treating real patients. She now seems eager to continue learning more about the new technology.

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Running Head: UNIT SEVEN 1 Unit Seven: Dr. Mary Learns a New System Constructivists Perspective Lauren Fowler-Carter University of Houston-Clear Lake
UNIT SEVEN 2 Unit Seven: Dr. Mary Learns a New System Constructivists Perspective For 23 years, Dr. Mary Thomas and her staff have been keeping their office and patient medical records in paper form. Mary has a computer of her own that her children bought her for her 60th birthday, but she rarely uses the computer. She attempted to take a computer class at a local community center, but after three one-hour lessons, Marys frustrations got the best of her and she never returned for more lessons. Being a family doctor, Mary decided that it may be time to transfer her paper medical records into electronic format. With the new developments in technology, Mary felt that this would be the best decision to make for her business. Doing so would allow obtainment of records quicker and save space in the office, especially since less space is available for the medical records. During the transfer to electronic records, Mary feels it would be best to keep the current paper medical records just in case the attempt to handle business electronically fails. Soon, the Electronic Medical Records (EMR) software is installed on all of the computers. A work day was designated for training on the new electronic system. Mary wanted her Nurse Practitioners and other staff to get the most of the training day, just for situations, like when Mary would be out for vacation. By focusing a majority of the training on her staff, Mary somehow missed vital information regarding the new electronic system. She figured that her staff would be able to catch her up to speed, knowing the fact that she has never been a fan of computers and this new technology. Dr. Marys staff gave her a summary of the training session and showed her the basic EMR operating skills. Her staff felt that the best way for Dr. Mary to learn this new system would be by role playing. First a staff member played the role of Dr. Mary, and another staff member played the patient. The staff reenacted how Dr. Mary would now see patients using the EMR system; Dr. Mary was shadowing the staff member playing as her. The staff members role played one more time, making sure Dr. Mary was paying attention to the features that were being used on the EMR system. Encouraging Dr. Mary to reflect on the role play scenarios she just saw, it was now her turn to take her role back as doctor and role play with the patient. Each time they did another role play, the staff decided to change the scenario and symptoms of the patient. When a scenario arose, Dr. Mary had to assess what specific features of EMR were appropriate to use. The staff member Dr. Mary switched with monitored how she navigated through the system to ensure she was doing things correctly. After a handful of role playing sessions, Dr. Mary was able to navigate through the EMR system and now help real patients. Now that she knew on the features on the system that pertained to her patients, Dr. Mary would make time either at the beginning or end of the day to learn extra features that the EMR system had. Now that Dr. Mary learned the new EMR system, she now seems to have an eager to learn more.
UNIT SEVEN 3 Initial Focus Questions & Answers 1) In the perspective of constructivism, what role did the staff play, and what were the components of that role? - In this story, the staff took on the role as instructor for Dr. Mary. Their role included providing complex and realistic learning environments geared towards problem solving. Along with encouraging Dr. Mary to reflect on what she is learning. 2) Did Dr. Mary understand why she was learning specific features of the EMR system? - It is not clear to tell. This information may have been given to Dr. Mary when the summary of the training session was given to her by the staff. Otherwise, the story does not specifically state if she understands. 3) Do you believe Dr. Mary benefitted from the instruction she was given? - (subjective) Yes. The instruction that was given to Dr. Mary seemed to help her a lot. By allowing her to role play, Dr. Mary was able to get a feel for how she would interact with her real patients and using the EMR system. 4) What complications did Dr. Mary face in this story regarding learning? - The story does not state that Dr. Mary faced any complications during her learning of the new EMR system, but she did have complications at in the computer lessons that she was taking at the community center. 5) Why do you think Dr. Mary wanted to keep the paper records in the office, even though they were switching to electronic? - (subjective) Dr. Mary may have wanted to keep the paper records in the office, because she did not believe in herself to accomplish the task of learning the EMR system. 6) How do you think Dr. Mary feels about computers and technology now that the story is over? - (subjective) The story states that Dr. Mary is now eager to learn, so it could be suggested that this is in direct correlation with her accomplishing the task of being able to see patients while using the EMR system. It seems that she now has confidence in herself and her ability to learn; which are aspects that she did not possess at the beginning of the story. 7) How would have collaboration been used within this story? - After Dr. Mary asked her staff to help her learn the new system, the staff could have come together with one another and assess the goals and how they wanted to accomplish them.

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Unit Seven Theory Rewrite

  • 1. Running Head: UNIT SEVEN 1 Unit Seven: Dr. Mary Learns a New System Constructivists Perspective Lauren Fowler-Carter University of Houston-Clear Lake
  • 2. UNIT SEVEN 2 Unit Seven: Dr. Mary Learns a New System Constructivists Perspective For 23 years, Dr. Mary Thomas and her staff have been keeping their office and patient medical records in paper form. Mary has a computer of her own that her children bought her for her 60th birthday, but she rarely uses the computer. She attempted to take a computer class at a local community center, but after three one-hour lessons, Marys frustrations got the best of her and she never returned for more lessons. Being a family doctor, Mary decided that it may be time to transfer her paper medical records into electronic format. With the new developments in technology, Mary felt that this would be the best decision to make for her business. Doing so would allow obtainment of records quicker and save space in the office, especially since less space is available for the medical records. During the transfer to electronic records, Mary feels it would be best to keep the current paper medical records just in case the attempt to handle business electronically fails. Soon, the Electronic Medical Records (EMR) software is installed on all of the computers. A work day was designated for training on the new electronic system. Mary wanted her Nurse Practitioners and other staff to get the most of the training day, just for situations, like when Mary would be out for vacation. By focusing a majority of the training on her staff, Mary somehow missed vital information regarding the new electronic system. She figured that her staff would be able to catch her up to speed, knowing the fact that she has never been a fan of computers and this new technology. Dr. Marys staff gave her a summary of the training session and showed her the basic EMR operating skills. Her staff felt that the best way for Dr. Mary to learn this new system would be by role playing. First a staff member played the role of Dr. Mary, and another staff member played the patient. The staff reenacted how Dr. Mary would now see patients using the EMR system; Dr. Mary was shadowing the staff member playing as her. The staff members role played one more time, making sure Dr. Mary was paying attention to the features that were being used on the EMR system. Encouraging Dr. Mary to reflect on the role play scenarios she just saw, it was now her turn to take her role back as doctor and role play with the patient. Each time they did another role play, the staff decided to change the scenario and symptoms of the patient. When a scenario arose, Dr. Mary had to assess what specific features of EMR were appropriate to use. The staff member Dr. Mary switched with monitored how she navigated through the system to ensure she was doing things correctly. After a handful of role playing sessions, Dr. Mary was able to navigate through the EMR system and now help real patients. Now that she knew on the features on the system that pertained to her patients, Dr. Mary would make time either at the beginning or end of the day to learn extra features that the EMR system had. Now that Dr. Mary learned the new EMR system, she now seems to have an eager to learn more.
  • 3. UNIT SEVEN 3 Initial Focus Questions & Answers 1) In the perspective of constructivism, what role did the staff play, and what were the components of that role? - In this story, the staff took on the role as instructor for Dr. Mary. Their role included providing complex and realistic learning environments geared towards problem solving. Along with encouraging Dr. Mary to reflect on what she is learning. 2) Did Dr. Mary understand why she was learning specific features of the EMR system? - It is not clear to tell. This information may have been given to Dr. Mary when the summary of the training session was given to her by the staff. Otherwise, the story does not specifically state if she understands. 3) Do you believe Dr. Mary benefitted from the instruction she was given? - (subjective) Yes. The instruction that was given to Dr. Mary seemed to help her a lot. By allowing her to role play, Dr. Mary was able to get a feel for how she would interact with her real patients and using the EMR system. 4) What complications did Dr. Mary face in this story regarding learning? - The story does not state that Dr. Mary faced any complications during her learning of the new EMR system, but she did have complications at in the computer lessons that she was taking at the community center. 5) Why do you think Dr. Mary wanted to keep the paper records in the office, even though they were switching to electronic? - (subjective) Dr. Mary may have wanted to keep the paper records in the office, because she did not believe in herself to accomplish the task of learning the EMR system. 6) How do you think Dr. Mary feels about computers and technology now that the story is over? - (subjective) The story states that Dr. Mary is now eager to learn, so it could be suggested that this is in direct correlation with her accomplishing the task of being able to see patients while using the EMR system. It seems that she now has confidence in herself and her ability to learn; which are aspects that she did not possess at the beginning of the story. 7) How would have collaboration been used within this story? - After Dr. Mary asked her staff to help her learn the new system, the staff could have come together with one another and assess the goals and how they wanted to accomplish them.