Knowledge and Perception of Electronic Medical Record System among Clinical Students in Rivers State University, Nigeria

Abstract

Background: Electronic Medical Record Systems (EMRS) are increasingly important in modern healthcare, yet practical exposure to these systems remains limited in many developing countries. This study assessed the knowledge and perceptions of EMRS among clinical students at Rivers tate University, Nigeria, to identify gaps relevant to medical education and clinical practice. Methods: A descriptive cross-sectional study was conducted among clinical students at the 400, 500 and 600 levels of Rivers State University. A semi-structured, self-administered electronic questionnaire was used to collect information on sociodemographic characteristics, EMRS perception and knowledge. Data were analysed using SPSS version 25. Frequencies, percentages, cross-tabulations and chi-square tests were performed, with statistical significance set at p < 0.05. Of the 176 questionnaires administered, 165 were complete and suitable for analysis, giving a 94% data completeness rate. Results: The majority of respondents were aged 21-25 years (61.2%), and 51.5% were female. Most students (62.4%) had no prior EMR experience, although 44.2% reported being very comfortable and 33.3% reported being somewhat comfortable with using EMRS in clinical practice. Clinical rotation was the most common source of exposure (19.4%). Knowledge of EMRS was generally good, with 78.8% believing that EMRS would improve their ability to provide high-quality patient care. Patient scheduling (100%), electronic documentation (79.1%) and medication management (78.5%) were commonly recognised features. Significant associations were observed between level of study and EMR exposure (p = 0.038), prior EMR experience and exposure (p < 0.001), and EMR exposure and comfort with use (p = 0.002). Conclusion: Clinical students generally demonstrated positive perceptions and good awareness of EMRS, but practical exposure was inadequate. Structured EMRS education, supervised hands-on clinical exposure and the integration of digital health competencies into undergraduate medical training are recommended to improve students’ confidence and preparedness for technology-driven healthcare practice.