Abstract: SA-PO0976
Screencasting as a Technology-Enhanced Educational Intervention to Support Junior Doctors in Learning Electronic Hemodialysis Order Writing
Session Information
- Educational Research
October 24, 2026 | Location: Exhibit Hall A, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 1000 Educational Research
Authors
- Hoque, Md Akramul, Sengkang General Hospital, Singapore, Singapore
- Fong, Jie Ming Nigel, Sengkang General Hospital, Singapore, Singapore
- Chawla, Mayank, Sengkang General Hospital, Singapore, Singapore
- Guo, Weiwen, Sengkang General Hospital, Singapore, Singapore
Background
Junior doctors frequently report low confidence and competence in writing electronic hemodialysis orders despite didactic teaching and written guides. This high-stakes task is associated with high cognitive load due to technical complexity and unfamiliar electronic prescribing systems. Screen casting may reduce cognitive load by visualizing real-time processes and supporting dual-channel processing (both visual and verbal channels). This pilot study evaluated screen casting as a technology-enhanced educational intervention to support junior doctors in learning electronic hemodialysis order writing.
Methods
Educational evaluation was conducted among junior doctors rotating through nephrology wards from January to June 2026 (n=28). A 12-minute instructional screencast demonstrating step-by-step completion of the electronic hemodialysis order was integrated into existing teaching and followed by supervised workplace practice. Evaluation was mapped to Kirkpatrick's framework: Level 1 (reaction) was assessed using learner surveys with Likert 7-point scale from strongly disagree to strongly agree; Level 2 (learning) was assessed using identical pre- and post-intervention multiple-choice questions and self-reported confidence in prescribing; and Level 3 (behaviour) was assessed using observed workplace performance and supervising clinician feedback. Quantitative data were analyzed descriptively and qualitative data thematically.
Results
Learners rated the screencast as useful in understanding the electronic dialysis order set (96% useful/very useful; Level 1). Mean quiz scores improved from 1.42/5 pre-intervention to 4.04/5 post-intervention. Self-reported hemodialysis prescribing confidence increased across all learners, shifting from predominantly disagreement or neutrality pre-intervention to agreement post-intervention (Level 2). Supervising clinicians reported improved accuracy and increased willingness among learners to enter dialysis orders in clinical practice (Level 3).
Conclusion
Screen casting is a promising technology-enhanced intervention for supporting workplace learning of the technically complex and high-stakes task of writing hemodialysis order. Limitations of this study include the absence of a control group and objective prescribing error metrics. Further controlled studies are needed to establish its impact on clinical outcomes.
Acknowledgment
The authors acknowledge Sengkang General Hospital deparment of general medicine and department of renal medicine department for their support of the educational initiative.