Medical informatics education: basic assumption for successful implementation of information technology in the health care sector.
0
Citation
0
Reference
10
Related Paper
Abstract:
In the paper we mention the trends in medical informatics education and we present the development of medical informatics education in the Czech Republic. The actual situation at Czech faculties giving pregraduate courses covering medical informatics topics is described. The enhanced development of medical informatics education via European cooperation is shown. Finally, new approaches to medical informatics education using Internet and special educational software are mentioned.Keywords:
Business informatics
Public Health Informatics
Cite
Healthcare informatics has been taught at the graduate level for a number of years. With the proliferation of computer uses and information management systems, all nurses must interface with computer technologies. Healthcare informatics courses can no longer remain limited to specialists at the graduate level. Undergraduate nursing educators must incorporate information management content into their curricula. The authors provide a detailed description of an undergraduate healthcare informatics course.
Blueprint
Public Health Informatics
Interface (matter)
Cite
Citations (11)
In addition to being a relevant program for health information technology workers, a recently proposed Health Informatics program was designed with additional objectives in mind: that the program is compatible with the IS 2010 Model Curriculum and that it satisfies the International Medical Informatics Association recommendation for undergraduate curricula. In this paper, we show that the program meets the IS 2010 guidelines based on an analysis of skill expectations for health informatics graduates. We produce a three-way mapping of IS 2010 knowledge and skill sets to IMIA learning outcomes to health informatics course sets. The program is comprised of three course sets: information systems courses, health informatics courses, and courses comprising the clinical environment. Courses in all three sets contribute skills in adequate depth with no gaps in coverage of required skills in either model. The success of the mappings indicates that health informatics should be a robust information systems program that will increase the productivity of individuals and organizations through the application of health information technology. The health informatics curriculum is largely an organizational systems-based program designed to enable new workflow models for health environments.
Public Health Informatics
Business informatics
Health information technology
Cite
Citations (10)
Healthcare informatics programs are becoming increasingly popular in higher education due to the demand in healthcare settings for employees skilled in the use of information technology. When designing healthcare informatics programs, it is important to understand existing programs but this can be difficult due to the plethora of related terms for the field. In order to better understand similarities and differences among existing educational programs related to healthcare informatics, we analyzed 51 existing undergraduate programs. Questions to be answered were: Which departments house the programs? What is the computer science content of the programs? What is the healthcare-specific content of the programs?
Our results indicate that undergraduate programs fall into one of two types: accredited health information management programs rooted in management of medical records, and health/medical informatics programs related more closely to computer science. The two types of programs are discussed in terms of curriculum and accreditations as well as implications for CS/IT departments that wish to develop offerings in this area.
Business informatics
Public Health Informatics
Cite
Citations (0)
Health Informatics is an intersection of information technology, several disciplines of medicine and health care. It sits at the common frontiers of health care services including patient centric, processes driven and procedural centric care. From the information technology perspective it can be viewed as computer application in medical and/or health processes for delivering better health care solutions. In spite of the exaggerated hype, this field is having a major impact in health care solutions, in particular health care deliveries, decision making, medical devices and allied health care industries. It also affords enormous research opportunities for new methodological development. Despite the obvious connections between Medical Informatics, Nursing Informatics and Health Informatics, most of the methodologies and approaches used in Health Informatics have so far originated from health system management, care aspects and medical diagnostic. This paper explores reasoning for domain knowledge analysis that would establish Health Informatics as a domain and recognised as an intellectual discipline in its own right.
Public Health Informatics
Business informatics
Translational research informatics
Cite
Citations (1)
Medical informatics contributes significantly to high quality and efficient health care and medical research. The need for well educated professionals in the field of medical informatics therefore is now worldwide recognized. Students of medicine, computer science/informatics are educated in the field of medical informatics and dedicated curricula on medical informatics have emerged. To advance and further develop the beneficial role of medical informatics in the medical field, an international orientation of health and medical informatics students seems an indispensable part of their training. An international orientation and education of medical informatics students may help to accelerate the dissemination of acquired knowledge and skills in the field and the promotion of medical informatics research results on a more global level. Some years ago, the departments of medical informatics of the university of Heidelberg/university of applied sciences Heilbronn and the university of Amsterdam decided to co-operate in the field of medical informatics. Now, this co-operation has grown out to an International Partnership of Health Informatics Education (IPHIE) of 5 universities, i.e. the university of Heidelberg, the university of Heilbronn, the university of Minnesota, the university of Utah and the university of Amsterdam. This paper presents the rationale behind this international partnership, the state of the art of the co-operation and our future plans for expanding this international co-operation.
Business informatics
Translational research informatics
Cite
Citations (7)
In the paper we mention the trends in medical informatics education and we present the development of medical informatics education in the Czech Republic. The actual situation at Czech faculties giving pregraduate courses covering medical informatics topics is described. The enhanced development of medical informatics education via European cooperation is shown. Finally, new approaches to medical informatics education using Internet and special educational software are mentioned.
Business informatics
Public Health Informatics
Cite
Citations (0)
Introduction: Effective and appropriate use of information and communication technologies is an essential competency for all healthcare professionals. To achieve this goal, healthcare professionals should receive the requisite health informatics training during basic and advanced educational programs. This study assessed health informatics competencies in existing curricula of the University of Rwanda for undergraduate training of healthcare professionals in Rwanda. Healthcare professionals often lack knowledge of systematically processing data and information, which affects the decisionmaking process. As health information technologies increasingly become part of the health care environment, the need to train healthcare professionals with health informatics competencies is growing.Methods: A descriptive crosssectional study with a review of document approach was conducted. Using a census method we assessed the availability of health informatics competencies in existing curricula for undergraduate training of healthcare professionals in Rwanda.Results: There is a low presence of health informatics competencies in the studied curricula with only 11 out of 23 competencies (47.8%) having a score of presence greater than 50%.Conclusion: To bridge the gap we propose that more health informatics competencies be included in all undergraduate health professions' curricula. Furthermore, the establishment of continuous on-the-job training in health informatics for those who are already practicing is also essential.Keywords: Health informatics, competencies, undergraduate training/education, Healthcare professionals, Rwanda
Health Professionals
Public Health Informatics
Cite
Citations (11)
Existing health informatics curriculum requirements mostly use a competency-based approach rather than a skill-based one.The main objective of this study was to assess the current skills training requirements in graduate health informatics curricula to evaluate graduate students' confidence in specific health informatics skills.A quantitative cross-sectional observational study was developed to evaluate published health informatics curriculum requirements and to determine the comprehensive health informatics skill sets required in a research university in New York, United States. In addition, a questionnaire to assess students' confidence about specific health informatics skills was developed and sent to all enrolled and graduated Master of Science students in a health informatics program.The evaluation was performed in a graduate health informatics program, and analysis of the students' self-assessments questionnaire showed that 79.4% (81/102) of participants were not confident (not at all confident or slightly confident) about developing an artificial intelligence app, 58.8% (60/102) were not confident about designing and developing databases, and 54.9% (56/102) were not confident about evaluating privacy and security infrastructure. Less than one-third of students (24/105, 23.5%) were confident (extremely confident and very confident) that they could evaluate the use of data capture technologies and develop mobile health informatics apps (10/102, 9.8%).Health informatics programs should consider specialized tracks that include specific skills to meet the complex health care delivery and market demand, and specific training components should be defined for different specialties. There is a need to determine new competencies and skill sets that promote inductive and deductive reasoning from diverse and various data platforms and to develop a comprehensive curriculum framework for health informatics skills training.
Public Health Informatics
Cite
Citations (32)
Information technology use in healthcare delivery mandates a prepared workforce. The initial Health Information Technology Competencies tool resulted from a 2-year transatlantic effort by experts from the US and European Union to identify approaches to develop skills and knowledge needed by healthcare workers. It was determined that competencies must be identified before strategies are established, resulting in a searchable database of more than 1000 competencies representing five domains, five skill levels, and more than 250 roles. Health Information Technology Competencies is available at no cost and supports role- or competency-based queries. Health Information Technology Competencies developers suggest its use for curriculum planning, job descriptions, and professional development.The Chamberlain College of Nursing informatics research team examined Health Information Technology Competencies for its possible application to our research and our curricular development, comparing it originally with the TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 tools, which examine informatics competencies at four levels of nursing practice. Additional analysis involved the 2015 Nursing Informatics: Scope and Standards of Practice. Informatics is a Health Information Technology Competencies domain, so clear delineation of nursing-informatics competencies was expected. Researchers found TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 differed from Health Information Technology Competencies 2016 in focus, definitions, ascribed competencies, and defined levels of expertise. When Health Information Technology Competencies 2017 was compared against the nursing informatics scope and standards, researchers found an increase in the number of informatics competencies but not to a significant degree. This is not surprising, given that Health Information Technology Competencies includes all healthcare workers, while the TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 tools and the American Nurses Association Nursing Informatics: Scope and Standards of Practice are nurse specific. No clear cross mapping across these tools and the standards of nursing informatics practice exists. Further examination and review are needed to translate Health Information Technology Competencies as a viable tool for nursing informatics use in the US.
Cite
Citations (9)
The rapid emergence of programmes in health informatics, medical informatics and biomedical informatics implies a need for core curricula in these diverse disciplines. This study investigated the recommended competencies for health and medical informatics, aiming to develop a framework for use in curricular development. Current health and medical programmes around the world were analysed to assess how these competencies are reflected in current curricula and to identify new competencies. Several preferred skills and knowledge sets were identified and 40 programs were analysed. Diverse curricular designs were found in these programmes. Competencies such as research skills, knowledge in health information systems and methods for informatics/computer science were the most frequently taught. Knowledge or skills in interpersonal communications, social impact of IT on health, and data mining may represent important skills for future informaticians. The suggested framework and the data analysed may be important for developing a competency-based modular curriculum.
Translational research informatics
Public Health Informatics
Business informatics
Core competency
Cite
Citations (47)