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MATCH: a maternal and child health information network.

The Maternal and Child Health Information Network--MATCH--was begun in 1984 as a demonstration project with support from the Division of Maternal and Child Health of the Health Resources and Services Administration, Public Health Service. The primary purpose of the project was the development of a system to manage data related to prenatal, child health, family planning, and genetic services that are delivered with State support in clinics in the State of Ohio. The design of MATCH enables the same data base to be used at both the State and local levels. Because it allows all participants, central and district, to manipulate the raw data, it is called an end-user--as opposed to a batch retrieval--system. Data recorded on individual forms during each client's visit to local service clinics are collected and entered into a microcomputer whose software package is a commercial data base. The clinic can then use the data for its purposes: program planning, management, evaluation, client referrals, appointment followup, quality control, and billing. The same data are also uploaded by central office staff to the State's DEC mainframe from data-filled disks mailed in by the clinics. Personnel who staff local projects can access their own data on the mainframe computer to generate reports for local use and send and receive messages electronically. That is, the system is "interactive." The intent is to first link data generated by the primary care and preventive programs of maternal and child health (MCH) in an information system,then link that system to other health data arriving at the State health department (for example, birth and death certificates), and, finally, to use the system as the basis for a State level MCH primary care data system in Ohio for surveillance, planning,management, quality control, accountability,and research purposes.

Child Health Services

Microcomputer authoring systems: valuable tools for health educators.

Writing courseware with the aid of an authoring system is a bold step that can bring together the health education content expert and the power of the microcomputer. The microcomputer can be programmed to present essential knowledge to students in a low pressure setting, specifically geared to their levels of comprehension and rates of progression. Microcomputer-based simulations and patient management problems seem suited to the task helping students develop adequate problem-solving skills in health education (Lewis, 1983; Peterson, 1984). Furthermore, many lecture hours can be replaced by an infinitely patient tutor with which students can interact at their convenience. Creating self-study materials delivered via microcomputer is also a step toward providing the most effective type of learning experiences for individual students. Despite the fact that putting authoring systems in the hands of well-informed content specialists may meet a number of pressing needs in health education, there is one drawback. Authoring systems have a built-in pedagogical structure that, to some extent, dictates the design of the lesson. However, spending time in the evaluation process prior to purchase will enable educators to identify a system that can be used to develop courseware that very closely matches the desires of the author. Integrating microcomputer courseware into health education courses is certainly an attractive solution to some of the educational problems faced in health education today. An authoring system can be used to develop courseware that can substituted for lectures on basic concepts. In addition, students will have more opportunities to develop the ability to apply, in problem-solving situations, the factual knowledge they are learning before they are responsible for making judgments in real-life situations. The time is ripe, then, for health educators to investigate how authoring systems can help them utilize the technology of the microcomputer to improve health education.

Computer Literacy

Learning about computers.

Although this first experience with computer content accomplished what the faculty had hoped for, it also raised questions that had to be answered. For example, is it feasible for a faculty member to be present at all computer practice sessions? Can a project be developed in one semester and implemented in another? Could computer technology be incorporated in all courses so that there is no time gap between its introduction and application? Should a separate course on computer use be incorporated into the curriculum? If faculty's objectives for student education in nursing include knowledge of computers in professional practice, should this also hold true for nursing educators? After evaluating the success of their efforts to incorporate computer technology into the curriculum, C. W. Post's nursing faculty believe that further planning can resolve the problems and concerns they identified and that they will be able to expand on what they have already accomplished.

Computer User Training

End-user programs in medical school libraries: a survey.

A questionnaire was sent to all medical school libraries listed in the Annual Statistics of Medical School Libraries in the United States and Canada (1983-1984) asking librarians to describe their end-user programs. Of the 113 responding libraries, 78 had an end-user program. All provided some kind of formal instruction, 39 made equipment available to end users, and 22 provided and administered passwords. The reasons most cited for starting a program were staff interest and patron requests. The two most frequently taught systems were NLM/MEDLINE and BRS/Colleague. In general, respondents felt positive about the programs and planned to continue them. The most frequently mentioned problem was need for more equipment.

Computer User Training

[EDP-nurses].

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Computer User Training