Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Medical Informatics”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 55 records · Page 3Linked to original sources
PubMed1998

Medical informatics education.

Medical Informatics is a multidisciplinary field, dealing mainly with informatics and technology applications in health care. Medical Informatics is composed from a number of sub-areas such as computer based patient record (CPR), processing of multimedia information (signals, images), coding and transmission through high speed networks of medical information (telematics), medical decision support systems, data security and integrity, integration of technologies in hospital and regional environments, and development of educational tools. The people who receive such an education are capable of development, integration and maintenance of complex hospital and health information systems both at departmental and regional levels. A very important issue however is the acceptance of information technology (IT) solutions engineered by medical informaticians from the medical personnel. In this paper we shall deal with the set-up of a medical informatics and medical technology educational environment, as well as the areas from medical informatics that the average user needs to be familiar with in order for the successful deployment of IT solutions in health care.

Curriculum↗
PubMed1989

The status of medical informatics in Canadian medical schools.

Many have suggested that information technology in its various forms will continue to have an effect on all aspects of medicine, including medical education. If so, the introduction of information technology into medicine brings with it critical educational policy questions. This paper reports on the findings of an inquiry into the impact of information technology on medical education. It reviews the extent to which Canadian and American medical colleges have adopted the 1985 recommendations of the American Association of Medical Colleges. In particular, it looks at the recommendations that "medical informatics should become an integral part of the medical curriculum" and that "the teaching of medical informatics should include opportunities for specific instruction in its fundamentals as well as adequate examples of its application throughout the medical curriculum".

Attitude to Computers↗
PubMed2002

[Ten years of medical informatics education at the Medical School in Sarajevo].

INTRODUCTION: The medical informatics as the separate medical discipline very quickly gets developed, both in Bosnia and Herzegovina. In our country, the medical informatics is a separate subject the last ten years, regarding to that the Medical curriculum at the biomedical faculties in Bosnia and Herzegovina is accorded with the project of the education in accordance with Bolonjski declaration and the project EURO MEDICINA. This year the Chair for the medical informatics of the Medical faculty in Sarajevo celebrates ten years of its existence. WORK METHOD: By the descriptive method of the research which comprehended the questionnaire about 400 students of the biomedical faculties we established the attitudes and opinions of the students of these faculties about the adequacy of the contents of the subject the medical informatics, the availability of the adoption of the material by the theoretical and practical performance of the process of the tuition and the suggestions and the recommendations of the students which contents would throw out from the curriculum and which new contents include. WORK RESULTS: The research was performed by means the separate questionnaire patterns data carriers with the defined characteristics for the quality estimation of the performed tuition. The total attitude of the questionnaire speaks about dominantly expressed satisfaction of the students with the majority of the parameters about the quality and the tuition contents which were evaluated during the questionnaire. The results are shown tabelararly and graphically, and descriptively is described the program of the tuition and the contents of the methodic units, and the system of the examination of the students by the method of the "multiple choice". CONCLUSION: The education from the medical informatics is based at the concept which use the developed countries of the world, and according to the recommendations of the working groups of the European and world association of the medical informatics. The theoretical and practical tuition performance in the wholeness is performed by the help and at the computer, and the final knowledge check of the students also is performed at the computer specially by the concepted questions set in the basis which encircled nearly 1500 questions combinations.

Attitude↗
PubMed1998

Medical informatics education by medical professors within their discipline.

A system for medical informatics education for medical students has been developed in the medical school. This paper describes the concept underlying the development of this system and its progressive outcomes over 8 years. In order to stimulate students to acquire computer-related knowledge and skills, this subject has been integrated into the course works of various medical subjects such as physiology. In addition, acquired knowledge and skills are evaluated within each subject by the production of reports for example, using computers. This provides a concrete example for students of the relevance of the information sciences to the solving of medical problems. A well equipped computer facility for the study of medicine also plays a significant role in inspiring student incentive. A computer room equipped with Macintosh computers was opened adjacent to the main medical library and is used in the same manner as the library, with books replaced by computers. In addition, all new students acquire their own Macintosh PowerBook. These various initiations have facilitated concept that the computer may be applied to medical problem solving at any time or place and may become as commonplace as a pen in daily medical practice.

Computers↗
PubMed1997

Integrating medical informatics into the medical undergraduate curriculum.

The advent of healthcare reform and the rapid application of new technologies have resulted in a paradigm shift in medical practice. Integrating medical Informatics into the full spectrum of medical education is a viral step toward implementing this new instructional model, a step required for the understanding and practice of modern medicine. We have developed an informatics curriculum, a new educational paradigm, and an intranet-based teaching module which are designed to enhance adult-learning principles, life-long self education, and evidence-based critical thinking. Thirty two, fourth year medical students have participated in a one month, full time, independent study focused on but not limited to four topics: mastering the windows-based environment, understanding hospital based information management systems, developing competence in using the internet/intranet and world wide web/HTML, and experiencing distance communication and TeleVideo networks. Each student has completed a clinically relevant independent study project utilizing technology mastered during the course. This initial curriculum offering was developed in conjunction with faculty from the College of Medicine, College of Engineering, College of Education, College of Business, College of Public Health. Florida Center of Instructional Technology, James A. Haley Veterans Hospital, Moffitt Cancer Center, Tampa General Hospital, GTE, Westshore Walk-in Clinic (paperless office), and the Florida Engineering Education Delivery System. Our second step toward the distributive integration process was the introduction of Medical Informatics to first, second and third year medical students. To date, these efforts have focused on undergraduate medical education. Our next step is to offer workshops in Informatics to college of medicine faculty, to residents in post graduate training programs (GME), and ultimately as a method of distance learning in continuing medical education (CME).

Computer Communication Networks↗
PubMed2002

Medical Imaging Informatics and Medical Informatics: opportunities and constraints. Findings from the IMIA yearbook of Medical Informatics 2002.

OBJECTIVES: The Yearbook of Medical Informatics is published annually by the International Medical Informatics Association (IMIA) and contains a selection of recent excellent papers on medical informatics research (http://www.yearbook.uni-hd.de). The 2002 Yearbook of Medical Informatics took as its theme the topic of Medical Imaging Informatics. In this paper, we will summarize the contributions of medical informatics researchers to the development of medical imaging informatics, discuss challenges and opportunities of imaging informatics, and present the lessons learned from the IMIA Yearbook 2002. RESULTS AND CONCLUSIONS: Medical informatics researchers have contributed to the development of medical imaging methods and systems since the inception of this field approximately 40 years ago. The Yearbook presents selected papers and reviews on this important topic. In addition, as usual, the Yearbook 2002 also contains a variety of papers and reviews on other subjects relevant to medical informatics, such as Bioinformatics, Computer-supported education, Health and clinical management, Health information systems, Knowledge processing and decision support, Patient records, and Signal processing.

Computer-Assisted Instruction↗
PubMed1999

Medical informatics in the medical curriculum--when?

Undergraduate teaching of medical informatics (MI) at the Medical School University of Zagreb has been changing its position in the medical curriculum. Nowadays, this subject is positioned in the second year of the medical curriculum. The aim of this paper is to find out what the students of the second year (S2Y) and of the sixth year (S6Y) think about the position of MI in the medical curriculum. The results of students' opinions have shown that MI should be positioned: in the last two years (63% of S2Y, 36% of S6Y), in the middle (11% of S2Y, 21% of S6Y), and at the beginning of the medical curriculum (26% of S2Y, 43% of S6Y). However, analysing this question according to previous experience of the students of both groups, it can be concluded that: the S6Y with more previous experience shift the subject towards the end of the medical curriculum, and the S2Y with more previous experience shift the subject towards the beginning of the medical curriculum. According to our long-term experience and students' opinion, the most relevant MI subjects, any kind of medical application, should necessarily come at the end of the medical curriculum.

Computer Literacy↗
PubMed2005

Problem-based learning in medical informatics for undergraduate medical students: an experiment in two medical schools.

PURPOSE: The objective of this work was to assess problem-based learning (PBL) as a method for teaching information and communication technology in medical informatics (MI) courses. A study was conducted in the Schools of Medicine of Rennes and Rouen (France) with third-year medical students. METHODS: The "PBL-in-MI" sessions included a first tutorial group meeting, then personal work, followed by a second tutorial group meeting. A problem that simulated practice and was focused on information technology was discussed. In Rouen, the students were familiar with PBL, and they enrolled on a voluntary basis, while in Rennes, the students were first-ever participants in PBL courses, and the program was mandatory. One hundred and seventy-seven students participated in the PBL-in-MI sessions and were given a questionnaire in order to evaluate qualitatively the sessions. RESULTS AND DISCUSSION: The response rate was 92.1%. The overall opinion of the students was good. 69.8% responded positively to the program. In Rouen, where the students participated in PBL-in-MI sessions on a voluntary basis, the students were significantly more enthusiastic about PBL-in-MI. Moreover, attitudes and opinions of students are plausibly related to differences in previous PBL skills. The fact that the naïve group had two tutors, one trained and one naïve as the students, has been investigated. Teacher naivety was an explanatory factor for the differences between Rennes and Rouen.

Consumer Behavior↗
PubMed2003

Medical informatics and the quality of health: new approaches to support patient care - findings from the IMIA Yearbook of Medical Informatics 2003.

OBJECTIVES: The Yearbook of Medical Informatics is published annually by the International Medical Informatics Association (IMIA) and contains a selection of excellent papers on medical informatics research which have been recently published (http://www. yearbook.uni-hd.de). The 2003 Yearbook of Medical Informatics took as its theme the role of medical informatics for the quality of health care. In this paper, we will discuss challenges for health care, and the lessons learned from editing IMIA Yearbook 2003. RESULTS AND CONCLUSIONS: Modern information processing methodology and information and communication technology have strongly influenced our societies and health care. As a consequence of this, medical informatics as a discipline has taken a leading role in the further development of health care. This involves developing information systems that enhance opportunities for global access to health services and medical knowledge. Informatics methodology and technology will facilitate high quality of care in aging societies, and will decrease the possibilities of health care errors. It will also enable the dissemination of the latest medical and health information on the web to consumers and health care providers alike. The selected papers of the IMIA Yearbook 2003 present clear examples and future challenges, and they highlight how various sub-disciplines of medical informatics can contribute to this.

Delivery of Health Care↗
PubMed1990

Medical informatics: an emerging medical discipline. Council on Scientific Affairs and Council on Long Range Planning and Development of the American Medical Association.

The use of computer technology in medicine is no longer the domain of only a few "gadget" happy high-tech aficionados. The rapid pace of medical progress and the increasing demands on physicians' time mandate that mechanisms be developed to deliver the tools of contemporary information management directly into the hands of all practicing physicians. It is with this intent that the Council on Long-range Planning and Development and the Council on Scientific Affairs of the American Medical Association have developed an informational report on Medical Informatics. The technology for producing information about medicine and patients is well into the information age. However, the technology for managing this information has not kept up, at least to the extent of being available in medical facilities where it is needed. Most users of medical information, physicians included, have not crossed the threshold into the electronic/computer era of information acquisition, distribution, and assimilation. The continuing development of the physician as computer user will create a more efficient work environment for the physician while at the same time improving patient care.

Databases, Bibliographic↗
PubMed1994

Construction of a medical informatics thesaurus.

Medical Informatics needs a specific terminology that reflects the multi-disciplinary nature of the field and can rapidly change as the discipline evolves. Using the four primary methods of thesaurus construction, a group at the University of Missouri-Columbia is developing a thesaurus that meets these criteria and includes both user and literary warrant. The steps in construction include using existing thesauri, medical informatics literature, and the terminology of experts to produce a thesaurus arranged within a hierarchical structure.

Medical Informatics↗
PubMed1998

Transformation of health care through innovative use of information technology: challenges for health and medical informatics education.

Information storage and processing continues to become increasingly important for health care, and offers enormous potential to be realised in the delivery of health care. Therefore, it is imperative that all health care professionals should learn skills and gain knowledge in the field of health informatics, or medical informatics, respectively. Working Group 1, Health and Medical Informatics Education, of the International Medical Informatics Association (IMIA WG1) seeks to advance the knowledge of how these skills are taught in courses for the various health care professions around the world, and includes physicians, nurses, administrators, and specialists in medical informatics. IMIA WG1 held its 6th International Conference on Health and Medical Education in Newcastle, Australia, in August 1997. The theme of the conference was 'Transformation of Healthcare through Innovative Use of Information Technology'. This special issue of the International Journal of Medical Informatics on Health and Medical Informatics Education contains selected papers presented at the conference. In addition to the central topic, Educating Health Care Professionals in Medical Informatics the topics telematics, distance education and computer based training were also discussed at the conference.

Health Occupations↗
PubMed2004

[Medical informatics education at the Medical School in Tuzla].

Medical informatics is a specific and interdisciplinary science which involves many participants of the health system like: patients, physicians, nurses, managers, administrators, computer experts, students, with the different level of education and understanding, different approaches and expectations. Education of medical informatics requests organization solutions of high quality and necessary equipment for its realization. Educational programs are also limited by student's basic knowledge of informatics from secondary schools. For assessment of this knowledge we have conducted special designed questionnaire at the first year of undergraduate study which results confirm our thesis that great number of students entered the faculty with the lack of basic knowledge from informatics area. In this paper was presented level of organization and education of medical informatics at the Medical faculty and University Clinical Center of Tuzla, with its characteristics through which this system has been passed since 1990.

Bosnia and Herzegovina↗
PubMed1994

Medical informatics Heidelberg/Heilbronn: graduates' experiences and job situation. An inquiry among graduates having completed the curriculum of medical informatics at the University of Heidelberg/School of Technology Heilbronn.

On the occasion of the 20th anniversary of the curriculum of medical informatics at the University of Heidelberg/School of Technology Heilbronn, a written and anonymous inquiry was carried out in March 1992 among the entirety of graduates from the curriculum. The aim of the inquiry was to obtain from the graduates of the curriculum information about their current places of employment, their fields of work, the state of continuing education as well as about their professional position. It was, in addition, intended to obtain from the graduates' point of view an assessment of the education received during their studies as well as an assessment of the job situation. A questionnaire was sent to all persons having completed their studies by that time (n = 567, as of 1.1.1992). 62.2% of the forms were returned duly filled in; 92.2% of the graduates are employed. 44.5% out of them are working within the field of medical informatics, 53.0% are working outside medical informatics but within the sector of informatics and 2.2% in other fields; 0.3% were without indication. As far as places of employment are concerned, enterprises concentrating on hardware and software development rank first, followed by hospitals and medical institutions affiliated to universities. As far as fields of work are concerned, information systems within the health care sector (especially hospital information systems) as well as medical documentation predominate in the group of those employed within medical informatics, whereas among those not working within medical informatics software engineering as well as database systems and information systems prevail.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗
PubMed1988

Integrated Academic Information Management Systems (IAIMS). Part III. Implementation of integrated information services. Medical informatics education.

Medical informatics is still in its early stages of evolution and definition. If informatics is to obtain the status of a specialized field of study within the health science curriculum, its ambiguity must be eliminated. This article discusses the term "medical informatics" and the impact of the new field of study on curriculum, education, and training of health care professionals, and health care information systems research and development.

Academic Medical Centers↗
PubMed2003

Medical informatics specialists: what are their job profiles? Results of a study on the first 1024 medical informatics graduates of the Universities of Heidelberg and Heilbronn.

OBJECTIVES: Since 1972, the University of Heidelberg and the University of Applied Sciences Heilbronn have jointly been running a medical informatics program. To continuously provide high quality education, the curriculum is regularly evaluated among its graduates. The objectives of this study were to assess the job situation of the graduates and to evaluate the curriculum from their viewpoint. METHOD: Anonymous inquiry of all medical informatics graduates, having finished their studies before March 31, 2001 (n=1024) using a structured questionnaire. RESULTS: The questionnaire was answered by 446 (compliance: 45.5%) graduates. About one third (146 of 444 valid cases) are working in software/hardware companies. 179 (43.0% of 416 valid cases) graduates are working within medical informatics, 214 (51.4%) are working outside of medical informatics, but within other informatics. 23 (5.5%) graduates are working neither in medical nor in other informatics. 15 percent of the responding graduates have received a doctor's degree. Software engineering, database and information systems are regarded as most important parts of the education. The majority of the graduates are satisfied with their education as well as with their personal career. CONCLUSIONS: The variety of jobs, the job profiles, and the high level of our graduates' satisfaction with their education indicate the relevance of specialized medical informatics programs with a curricular profile like the one in Heidelberg/Heilbronn. Investigations like this can help to adjust the contents of the curriculum to professional needs.

Career Mobility↗
PubMed1998

Twenty five years of medical informatics education at Heidelberg/Heilbronn: discussion of a specialized curriculum for medical informatics.

The specialized university curriculum for medical informatics (MI) at the University of Heidelberg/School of Technology Heilbronn is one of the oldest educational approaches in the field of MI and has been successful now for 25 years with about 1000 graduates (Diplom-Informatikerin der Medizin or Diplom-Informatiker der Medizin). It belongs to the category of dedicated master's programs for MI and is based on the concept of MI as a medical discipline of its own. It is oriented towards the total spectrum of MI ranging from health care economics, biosignal and medical image processing, medical documentation, to information and knowledge processing in medicine. It is a 4.5 years program with a strong emphasis on the methodological foundations of MI and on practical education in a number of specific laboratories. A total of 35 students are admitted each semester and in total about 440 students are enrolled. The faculty consists of 17 full-time members and about 25 part-time lecturers. The authors report on characteristics, structure and contents of the new fifth version of the curriculum and discuss the features of a specialized curriculum for MI with respect to the challenges for MI in the 21st century.

Artificial Intelligence↗