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PubMed1998

[Informatics education from the viewpoint of clinical medicine].

Teaching of medical informatics in the 1st medical faculty is compared with teaching of informatics and related curricula in European faculties. Practically in all faculties in the 1st year, a curriculum is situated with formal (mathematical, probabilistic or information and computer based) approach. From a clinical point of view there are two main reasons for situating this curriculum in the first year--it is a good basis for teaching special parts of informatics later directly in preclinical or clinical curricula and teaching informatics is a good occasion how to bring some clinical problems to the first year study and how to motivate students to the study of theoretical medicine.

Curriculum↗
PubMed1999

Education of medical informatics in the medical curriculum on biomedical faculties in Sarajevo.

In this paper author discussed about experiences of implementing curriculum of education of Medical informatics on biomedical faculties in Sarajevo. Theoretical and practical part of education process, according to new curriculum, during 6 years period of studying at Faculty of medicine in Sarajevo, is hold within the second semester and consists of 30 hours. At Faculty of Dental Medicine in Sarajevo, education is hold in the fourth semester, and consists of 45 hours. At Higher Medical School in Sarajevo, education is also hold in the fourth semester, and consists of 30 hours of theoretical and 30 hours of practical hours as well. Curriculum of Medical Informatics is identical at all these three institutions. Faculty of Dental Medicine education process points out dental informatics, and Higher Medical School devotes more time in education on nursing informatics.

Bosnia and Herzegovina↗
PubMed2000

The SIP project: A national united approach to nursing informatics education in Denmark.

The SIP-project is a developmental project initiated by the deans of the Danish Nursing Schools on introducing and implementing the use and learning of Nursing Informatics in Danish nursing education. SIP is the acronym of SYGEPLEJE(Nursing) INFORMATIK (Informatics) and Paedagogik (Learning). This paper presents the background, structure, goals, expected and actual outcomes of the project and actual problems within the project. The SIP-project is a developmental project initiated by the deans of the Danish Nursing Schools on introducing and implementing the use and learning of Nursing Informatics in Danish nursing education. SIP is the acronym of SYGEPLEJE(Nursing) INFORMATIK (Informatics) and Paedagogik (Learning). This paper presents the background, structure, goals, expected and actual outcomes of the project and actual problems within the project.

Communication↗
PubMed2000

Structural relationships within medical informatics.

This study seeks to increase our understanding of the structure of Medical Informatics. In particular, it focuses on the relationships between information science and information technology on the one hand, and biomedical research, clinical practice, and medical education on the other, that have defined "medical informatics." Using indexing terms and MeSH tree structures assigned to medical informatics literature covered by MEDLINE, co-occurrence analysis provides a "map" of the field. Major research and application focuses arrayed within the map elucidate a finer structure than reported previously. Dimensions "Techniques vs. Systems" and "Signs & Symptoms vs. Processes" form the two axes of the map and relate to the relationships underlying the indexing assignments given to the literature studied. Related studies underway using the INSPEC database will provide a complementary perspective on the structure of medical informatics as a field.

Bibliometrics↗
PubMed2001

Implementation and evaluation of a distance learning introductory course in medical informatics.

CONTEXT: There is a growing interest in and need for continuing education in medical informatics delivered by distance learning. OBJECTIVES: Implement and evaluate a distance learning introductory course in medical informatics. METHODS: A Web-based version of our on-campus "Introduction to Medical Informatics" course was implemented using streaming audio lectures, threaded discussion boards, and several other teaching modalities. Evaluation was performed using an adaptation of our on-campus course evaluation instrument. RESULTS: The course was implemented with no major technological or pedagogical problems. Student satisfaction with teaching modalities and other course modalities was high. CONCLUSIONS: The learning technologies used in this course were implemented successfully and a Graduate Certificate Program is planned to further meet educational needs in medical informatics.

Education, Distance↗
PubMed2001

Informatics for Peru in the new millennium.

INTRODUCTION: As efforts continue to narrow the digital divide between the North and South, a new biomedical and health informatics training effort has been launched in Peru. This report describes the first year of work on this collaborative effort between the University of Washington (Seattle) Universidad Peruana Cayetano Heredia and Universidad Nacional de San Marcos (Peru) OBJECTIVES: To describe activities in the first year of a new International Research and Training Program in Biomedical and Health Informatics. METHODS: Descriptive analysis of key activities including an assessment of electronic environment through observation and survey, an in country short course with quantitative evaluation, and first round of recruitment of Peruvian scholars for long-term training in Seattle. RESULTS: A two-week short course on informatics was held in the country. Participants' success in learning was demonstrated through pretest/posttest. A systematic assessment of electronic environment in Peru was carried out and two scholars for long-term training were enrolled at the University of Washington, Seattle. DISCUSSION: Initial activity in the collaborative training effort has been high. Of particular importance in this environment is orchestration of efforts among interested parties with similar goals in Peru, and integration of informatics skills into ongoing large-scale research projects in country.

International Cooperation↗
PubMed2002

Health and medical informatics competencies: call to participate in updating the IMIA recommendations.

OBJECTIVES: On behalf of the International Medical Informatics Association (IMIA), its Working Group 1 (WG1) addresses health and medical informatics education. METHODS: As part of its mission, WG1 developed recommendations for competencies, describing a three-dimension framework and defining learning outcomes. RESULTS: Officially approved by IMIA in 1999, the recommendations have been translated into seven languages. In 2001, WG1 charged a small group with updating the recommendations and consider the work undertaken by others to develop competencies. Additional work underway in support of the recommendations includes a literature review to help extract the fundamental competencies from the recommendations. To ensure the highest quality of input in the updated recommendations, WG1 is issuing a call for participation to the international informatics community. CONCLUSIONS: Further work with the competencies will result in updated IMIA guidelines. These are expected to support the creation of a virtual university for health and medical informatics.

Curriculum↗
PubMed2000

[Informatics of dental medicine].

Dental informatics is a newly developed discinpline which is integrated by modern stomatology, computer sciences and informatics. In this paper, the concept, importance, basic principle and contents were discussed in details. The relationship among dental informatics and related sciences, the formation and history of dental informatics were also described in this paper.

Medical Informatics↗
PubMed2003

A rationale and training agenda for rehabilitation informatics: roadmap for an emerging discipline.

Decreased length of inpatient rehabilitation stay, greater long-term injury survival rates, broader access to information technologies, and the growing role of the Internet create potential for new models of rehabilitation that are more community- and person-centered rather than historically hospital- and provider-centered services. In recent years, information-based rehabilitation technologies have grown rapidly, expanding the possibilities for numerous interventions to promote independent living. These programs have centered primarily on providing rehabilitation health services over a distance ("telerehabilitation"). Telerehabilitation can be conceived as part of a broader approach that includes elements of direct rehabilitation services, service coordination, community resources, and information relay between numerous individuals, service providers, and community members ("rehabilitation informatics"). Because of the complexity of these information types and sectors, this broader conceptual approach of rehabilitation informatics borrows heavily from fields such as adaptive computing, robotics, computer networking, and high-level systems programming. As such, innovation in rehabilitation informatics will require new models of training that span these domains. This paper proposes a rationale for the new field of rehabilitation informatics, and offers a multidisciplinary training model for the next generation of rehabilitation informaticians.

Curriculum↗
PubMed1992

Continuous quality improvement and medical informatics: the convergent synergy.

Continuous quality improvement (CQI) and medical informatics specialists need to converge their efforts to create synergy for improving health care. Health care CQI needs medical informatics' expertise and technology to build the information systems needed to manage health care organizations according to quality improvement principles. Medical informatics needs CQI's philosophy and methods to build health care information systems that can evolve to meet the changing needs of clinicians and other stakeholders. This paper explores the philosophical basis for convergence of CQI and medical informatics efforts, and then examines a clinical computer workstation development project that is applying a combined approach.

Computer Security↗
PubMedDate not supplied

Medical informatics and health care organizations.

A dialogue between upper management and operational elements over an organization's informatics policies and procedures could take place in an environment in which both parties could succeed. Excellent patient care practices can exist in organizational settings where upper management is not concerned with the specifics of the medical care process. But as the medical care process itself becomes costly, complex, and part of the purview of upper management, solutions to ambiguous informatics policies and practices need to be found. As the discussion of cost determination suggests, a comprehensive "top-down" solution may not be feasible. Allowing patient care expertise to drive the design and implementation of clinical computing modules without unduly restrictive specifications from above is probably the best way to proceed. But if the organization needs to know the specifics of a treatment episode, then the informatics definitions specific to treatment episodes need to be unambiguous and consistently applied. As the discussion of Social Security numbers suggests, communication of information across various parts of the organization not only requires unambiguous data structure definitions, but also suggests that the communication process not be dependent on the content of the messages. Both ideas--consistent data structure definitions for essential data and open system communication architectures--are current in the medical informatician's vocabulary. The same ideas are relevant to the management and operation of large and diffuse health care enterprises. The lessons we are learning about informatics policy and practice controls in clinical computing need to be applied to the enterprise as a whole.

Costs and Cost Analysis↗
PubMedDate not supplied

Informatics programs in the United States and abroad.

Health informatics continues to gain recognition as a discipline in the United States and abroad, and professional societies are encouraging medical educators to include informatics in their curricula. Other health professions are also developing courses and requirements in informatics. The University of Maryland is establishing a database of informatics programs in the United States and abroad, and readers are invited to contribute information to this database.

Curriculum↗
PubMed1989

Education in medical informatics in The Netherlands: a nationwide policy and the Erasmus curriculum.

The curricula of all Medical Faculties still bear the characteristics of an era in which the physician was not educated in managing medical information systems, using communication networks, and processing knowledge. In attempting to formulate the prerequisites for developing and adjusting future curricula, we discuss the evolution of medical information technology during the past 25 years and give examples to illustrate that, by extrapolating current trends, future developments in information technology, medicine and education can be predicted. A plea is made for a strong interaction between scientific developments in medical informatics and academic education. In addition, a model based on our experience in medical informatics education of over 15 years, is pointed out. Furthermore, a nationwide policy on medical informatics in The Netherlands, is discussed. Our treatise is concluded by presenting the outline of the curriculum in medical informatics at the Erasmus University in Rotterdam. Educational recommendations conclude the paper.

Computers↗
PubMed1989

Informatics in professional education.

The University of Maryland at Baltimore (UMAB) is a professional school campus, including schools of Dentistry, Law, Medicine, Nursing, Pharmacy, Graduate Studies, and Social Work and Community Planning. In late 1987, UMAB convened a Task Force on Informatics, intended to support the campus as it worked to become a Centre of Excellence for Informatics. The Task Force reviewed the current computing environment at UMAB and the individual schools. In assessing the state of the art in informatics, its work was supplemented by the formation of external advisory committees of national and international informaticians. Deliberations proceeded according to a methodology designed to develop factual databases and to generate consensus. The Task Force report, which is excerpted in the following paper, established a tiered taxonomy of competencies; defined the three levels; and set forth program models for the two higher levels. Special note was made of the programs in nursing and dental informatics newly established at UMAB. The report concluded with three recommendations, each with detailed action points identified.

Computers↗
PubMed1989

The postgraduate medical informatics programme at the University of Cape Town.

The Medical Informatics education programme at the University of Cape Town was developed as part of the postgraduate education programme run by the Department of Biomedical Engineering. The aim of the programme is twofold: a) To give students a broad background in Medical Informatics, to enable them to participate in the development, planning and management of information systems to support health care in South Africa, and b) To enable them to do a research project in a specialised area, thus learning research techniques, and contributing to the development of Medical Informatics as a discipline. Students benefit from participating in a postgraduate programme in a multidisciplinary department, which is firmly linked to the health care environment. A more specialised Medical Informatics programme is planned, but the multidisciplinary nature of work in this field will continue to be emphasised.

Biomedical Engineering↗
PubMedDate not supplied

Bringing nursing informatics into the undergraduate classroom.

Nursing informatics is not formally addressed in most undergraduate nursing education programs. Nurses usually rely on their employer and/or device vendors to provide this education. Few nurses are able to capitalize on the potential of computer technology because they have not been sufficiently exposed to nursing informatics during their nursing education. Biomedical computer technology/informatics needs to be brought into the classroom, away from the pressures of the work environment. Informatics training needs to be incorporated into undergraduate nursing education through an integrated systems approach, combining elements of nursing, systems analysis, and engineering. In this article, a university-based state-of-the-art classroom and education plan using an integrated approach to educate nurses in nursing informatics is described.

Curriculum↗
PubMed1994

Curriculum for medical informatics at the University of Heidelberg/School of Technology Heilbronn.

The specialized university curriculum for medical informatics at the University of Heidelberg/School of Technology Heilbronn described in this paper is one of the oldest educational approaches in the field of medical informatics, and has been successful for more than 20 years with more than 600 graduates (Diplom-Informatiker der Medizin). It is based on the concept of medical informatics as an independent medical discipline, and covers the total spectrum ranging from health care economics, biosignal and medical image processing, model building in medicine, to information and knowledge processing in medicine. It is a program of 4.5 years duration with a strong emphasis on the methodological foundations of medical informatics and on practical education in a number of specific laboratories. Thirty-five students are admitted each semester, and in total about 390 students enrolled. The faculty consists of 17 full-time members and about 25 part-time lecturers.

Curriculum↗
PubMed1994

Management-focused health informatics research and education at the University of Manchester.

The Health Services Management Unit was established in 1956 and the Centre for Health Informatics in 1988 as one of eight new centres of research and professional practice. New programmes of informatics education have been created to integrate many of the areas of social and management sciences with clinical work. The model, of a multi-disciplinary higher education department based at a University with very substantial departments of Bio-Medicine and Computation, enables the Centre to reflect an alternative paradigm of health informatics. Informatics practitioners from many disciplines are taught a combination of knowledge and skills through a range of educational methods. A classification scheme for educational work is offered.

Medical Informatics↗