In their report, online Jan. 15 in the Annals of Internal Medicine, Dr. Cassese and colleagues address three such concerns. First, they fear that medical-student education on note writing will become overly focused on billing at the expense of clinical reasoning and medical decision-making.
This could also lead teaching physicians to concentrate their feedback on whether student notes have achieved specific coding levels rather than on aspects of the note that are more important to medical education.
Second, they worry that students’ ability to write billable notes might not lead teaching physicians to spend more time with them. Even with the reduction in documentation burden, the need to review and approve each student note may not increase a physician’s desire or allocated time to teach students.