Virtual Classroom Training, Electronic Medical Records and Medical Service Delivery: Case of Resident Psychiatrists at the Federal Neuropsychiatric Hospital, Yaba, Nigeria
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Introduction: This study evaluated the influence of residency virtual classroom training and Electronic Medical Records (EMRs) on medical service delivery among psychiatry doctors in Lagos State, Nigeria. The research assessed the individual and combined effects of virtual training and EMR usage on clinical skills, patient care, and overall workflow efficiency in psychiatric practice.
Methods: A cross-sectional design was adopted for the study. The population of the study comprised sixty-six (66) psychiatry resident doctors at the Federal Neuropsychiatric Hospital, Yaba, who participated by completing standardized questionnaires: the Virtual Learning Effectiveness Scale (VLES) and the Professionals’ Satisfaction Questionnaire with EMRs (PSQ-EMR). The collected data were analysed using descriptive and inferential statistics.
Results: The findings revealed that virtual classroom training significantly improved clinical knowledge and decision-making (t = -15.30, p < .001). Similarly, EMRs were perceived to enhance efficiency and documentation quality in patient care (t = -4.76, p < .001). However, the combined use of both tools was perceived as significantly less than satisfactory in improving service delivery (t = −7.036, p < .001). Despite the noted benefits of each tool independently, integration challenges may account for the mixed perceptions of their joint impact.
Conclusion: Based on the findings of the study, it was concluded that virtual classroom training and EMRs independently contribute positively to psychiatric service delivery. It is recommended that the hospital administrator should enhance the integration of virtual classroom training with EMR use through structured simulations, targeted user training, and improved technical support to fully optimize their benefits for psychiatric service delivery.
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