Results from the use of a 3-year computer competency curriculum in a family practice residency

Abstract

Background: Computer competency is becoming essential to practicing family physicians. However, no published computer curricula exist for family practice residents.

Methods: A computer competency curriculum was designed, implemented, and evaluated. Computer software was divided into four categories: patient care, education, practice management, and hospital resources. Competency was measured and recorded by faculty. The residents evaluated the adequacy and relevance of the curriculum to their current and future needs using a questionnaire.

Results: Competency testing revealed that residents uniformly achieved competency but at different rates. Residents rated the quality and quantity of instruction in patient care programs highest and in practice management lowest. The usefulness of patient care programs was perceived as high during residency but was expected to be less useful after residency. In contrast, the usefulness of practice management programs was rated as low during residency but expected to be high after graduation. Education and hospital programs were intermediate. Self-assessment indicated that computer use increased during residency; 90% of residents characterized themselves as frequent users.

Conclusions: Despite logistical problems, teaching computer literacy is a responsibility of physician educators. A curriculum must be continually evaluated to ensure that it remains current and relevant to the needs of the residents.