The CAMP™ Method

Training is an essential component of learning any new process, including correct clinical documentation methods. We conducted a scientific study using an interventional design to test the effectiveness of one clinical documentation training method. The study found a positive relationship between the use of this method and the likelihood of improving physician clinical documentation quality. This method, now called the CAMP Method™ is based upon the theory of self-efficacy developed by Antonio Bandura, one of the most successful bases for learning, developed in the 1970’s. Self-efficacy is used widely for training in school systems, healthcare, the government and private industry.

The CAMP method™ was developed over the course of ten years through training programs provided to over 5,000 physicians. These training programs were conducted primarily at hospitals. The hospitals ranged in size from 25 beds to over 1,000 beds, were community hospitals and academic medical centers, well as for-profit and not-for profit organizations. A team of physicians, nurse clinicians, health information management professionals, and PhD-level university-based instructors developed the testing instruments used in the study process.

The specific design for testing the effectiveness of the CAMP Method ™ for physician training was conducted first with residents and physicians at the Main Line Health family practice program during a pilot study. The final study design was refined using the results of the pilot. And, the final study was conducted with 91 internal medicine residents at the Hospital of the University of Pennsylvania from February through April, 2007.

The CAMP Method™ is a four-step training process that uses the following four steps, along with various multi-media and resources, to train physicians to document with high quality. High quality clinical documentation is defined as documentation that is timely, as well as legible, complete, reliable, clear, consistent (unambiguous), and precise. The four steps used in training are:

• Coaching, which involves coaching and encouraging participants about their abilities to perform this function.
• Asking, which involves soliciting feedback from the physician participants in a specific manner and at a specific time.
• Mastering, which involves practical application of the principles demonstrated and discussed during the training program.
• Peer Learning, which involves instruction by a knowledgeable peer.

Complete details of the training design, including questionnaires used are included in five separate chapters of Volume 2 of A Compelling Case for Clinical Documentation.