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MSU COM Patient Encounter Recording System
Welcome to the MSUCOM Patient Encounter Recording System. To log in, use your student username/password (The one you use to login to the Koblijak Computer Center in Fee Hall, also known as your Echt account). Your password may be expired, you can change it here. If you have forgotten your password, please call the HIT Help Desk at 517-355-6531.

NOTE: We have had an issue with duplicate IDs in the system and are clearing them out. If your login does not work and you were created a new one back in the Fall, please try using the old one. If you still have two accounts, please call the Help Desk and notify them so that we can get them properly combined so that you can access not only ENCORE, but other systems with the appropriate ID. Sorry for any inconvenience.


    To make the recording of patient-encounter logs easier and more valuable - using a password-secured, centralized, online system - by creating a database of patient experiences that will be useful during residency interviewing and that will foster progressive personal and professional development.1

    Upon completion of the core clerkship rotations using the centralized, patient-encounter tracking system [ENCORE]), MSUCOM students will be:
    1. well-trained and ready to enter any specialty (residency) training program.  Students will have access to their own database to create reports that can be provided to residency program directors to document both patient case-mix seen as well as associated procedure logs.
    2. prepared for the COMLEX Level 2 PE (C2PE) examination.  Through data entry students will become better acquainted with common presenting complaints and well-practiced in the art of differential diagnosis. 
    Review of the Literature
    Several authors (Poisson et al 2009; Denton et al 2006; Coates & Gill 2001) have questioned the benefits of requiring patient (encounter) logs from medical students. Common concerns cited include:
    1. a listing of patients seen does not assure any meaningful educational experience,2
    2. logging of patient encounters is an inefficient use of several resources,2
    3. logbooks lack reliability and validity,3
    4. there is wide variability in the types of patient encounters and learning opportunities during the same rotation, at the same site, even with the same preceptor4 and
    5. during single rotations, students see less than half of the twenty most common diagnoses.5
    During the past decade, two common themes have emerged. First, logbooks should be documenting an exposure to, and an understanding of, the core competencies during the entire longitudinal clerkship experience using "Learning Targets".6   Second, logbooks should collect information that is not only quantitative in nature, but also qualitatively helpful to the learner (i.e., provides timely feedback and educational usefulness).3

    Improvements provided by the ENCORE system
    The educational benefits offered by ENCORE include:
    1. linking the principles of medical and surgical patient care during across the continuum of sometimes randomly-sequenced clerkship experiences (i.e., horizontal integration of clerkship).1
    2. reinforcement of the relationships between the biomedical and clinical sciences (i.e., vertical integration of the pre-clerkship and clerkship experiences).1
    3. capitalizing on a longitudinal model of reflection that makes clinical education more effective and efficient.7
    4. an augmented ability to differentiate the diseases, conditions and syndromes that present as common patient problems (i.e., chief complaints and differential diagnosis).8   This activity helps students prepare for the C2PE.
    1. Hirsh DA et al. "Continuity" as an Organizing Principle for Clinical Education Reform. NEJM 2007;356:858-866.
    2. Poisson SN et al. Experience may not be the Best Teacher. Neurology 2009;72:699-704.
    3. Denton GD et al. Narrative review: Use of Student-Generated Logbooks in Undergraduate Medical Education. Teach and Learn Med 2006;18:153-164.
    4. Coates WC, Gill AM. The Emergency Medicine Subinternship - A Standard Experience for Medical Students? Acad Emerg Med 2001;8:253-258.
    5. Rattner SL et al. Documenting and Comparing Medical Students' Clinical Experiences. JAMA 2001;286:1035-1040.
    6. Nierenberg DW et al. A Web-based System for Students to Document Their Experiences within Six Core Competency Domains during all Clinical Clerkships. Acad Med 2007;82:51-73.
    7. Irby DM. Educational Continuity in Clinical Clerkships. NEJM 2007;356:856-857.
    8. Bowen JA. Educational Strategies to Promote Clinical Diagnostic Reasoning. NEJM 2006;355:2217-2225.
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