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PubMed1989

Description of a blockcourse in medical informatics.

This paper describes a blockcourse in medical informatics. The course is presented to fourth, fifth and sixth year medical students and lasts one week. During the course all aspects of medical informatics are considered. Programming, databases, information systems, signal analysis, pattern recognition, expert systems, etc. are explained. Lectures alternate with hands-on experience. The subjects discussed in the lectures are rehearsed during the practical sessions, so that gaps in the student's knowledge are immediately detected. The blockcourse has been positively rated by the students.

Computer-Assisted Instruction↗
PubMed1989

Teaching medical informatics: teaching on the seams of disciplines, cultures, traditions.

This paper reviews different concepts of medical informatics and identifies two families of approaches to education in it: a "specialist" approach, whereby medical informatics is taught as a specialization track for established disciplines like medicine, computer science, nursing, engineering, etc., and a "generalistic" approach, whereby it is taught as an integrated discipline incorporating essential traits of the aforementioned disciplines. The pros and cons of these approaches are outlined. The need to accommodate specific requirements of education is emphasized and these are identified, together with an outline of particular challenges that we are facing.

Attitude to Computers↗
PubMedDate not supplied

[Basic data in informatics illustrated by their application in surgery].

As an introduction to a study day devoted to informatic in surgery, some basis knowledges are summarized: architecture and function of computers, programmation language, data bases. They are illustrated by various applications made in the "Cliniques St Luc" te Brussel namely patient monitoring, artificial pancreas, office system and operating room management system. The future use of local area network is proposed in order to achieve medical department independence and the needed cooperation between all users of medical and hospital informatic.

Belgium↗
PubMed1995

A quantitative ranking of the Biomedical Informatics serials.

We have developed a quantitative serial ranking system based on multiple citation analysis techniques, library use statistics, expert opinion, and selected distinguishing publication characteristics. Evaluation criteria categories include: average Science Citation Index (Impact Factor, Immediacy Index, Total citations) rankings from 1987 to 1992; citation source counts of multiple "core" biomedical informatics publications; a questionnaire sent to American College of Medical Informatics Fellows; publication delay; distinguishing characteristics (e.g., subscription cost, total circulation, year established, places indexed, affiliation with a professional society, major biomedical resource library holdings); and the total number of interlibrary loan requests to the U. S. National Library of Medicine. The top serials were Computers and Biomedical Research, MD Computing, Methods of Information in Medicine, Medical Decision Making and Computers in Biology and Medicine.

Abstracting and Indexing↗
PubMed1995

[Informatics in medical schools and postgraduate education centers for health professionals. Survey on the situation in Spain].

BACKGROUND: Informatics is acquiring an increasing relevance in the medical profession. METHODS: During the year 1993, a survey was carried out at the medical schools (MS) and postgraduate education centres (PEC) in Epidemiology, Public Health and Health Administration of Spain, on the available computer infrastructure and the teaching activities. The percentages of respondents were 81 at the MS and 100 at the PEC. RESULTS: 81% of the MS and 100% of the PEC had a computer laboratory, mainly equipped with personal computers with MS-DOS operating system. The use of general purpose applications was predominant. The number of students using the computer laboratory was very variable (5-300 per day). 48% of the MS organized courses on microcomputer applications. 66% of the MS included subjects related with informatics in the new curricula. CONCLUSIONS: Use of computers in the Spanish MS is heterogeneous. Compared with the Nord-American MS, they do not usually use applications of computer-assisted-instruction. The use of the computers at the PEC is much more generalized.

Curriculum↗
PubMed1994

Informatics and general pediatrics.

Medical informatics is both a science, which seeks to understand the information requirements of medical practice, research, and education, and an engineering discipline, which applies new technologies to help manage the explosion of data and new knowledge that confront contemporary physicians. Computerization of the patient record is expected to resolve long-standing problems with the current paper-based system. Medical decision support applications provide patient-specific advice and remind clinicians about problems that might otherwise be overlooked. New methods are required to evaluate the performance of expert systems in the medical domain where a single "gold standard" solution may not exist. Modern technologies can facilitate communication among multiple providers and between clinicians and patients. The need for improvements in user-interface design and for standards for recording and interchanging information pose ongoing challenges for informatics research.

Communication↗
PubMed1994

The effects of an undergraduate nursing informatics curriculum on students' knowledge and attitudes.

This paper describes the fourth stage of a process to design, implement and evaluate the nursing informatics courses incorporated into a baccalaureate nursing program. The challenge is to structure the nursing informatics curriculum so as to provide the nursing professional with the basis with which to impact health care delivery. The basic components of the framework are information, technology, and clinical care process. Students in the fourth course worked closely with agency personnel to design, implement and evaluate clinical application projects.

Attitude of Health Personnel↗
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↗
PubMed1994

Health informatics--a scientific challenge?

The paper attempts to derive directions for research and teaching in health informatics. To this end, the achievements and continuing challenges of health informatics are exemplified, categorized, and related to common underlying phenomena. Suggestions by Blum and Blois are adopted which point to the complexity of health information as the critical ingredient. Examples are given of current efforts directed at dealing with this complexity. According to Popper and Brookes one may have to search for yet other ways of dealing specifically with information; we have barely started to explore these. It is suggested that this requirement for a fundamentally different orientation has profound consequences not only for our research but also for our teaching.

Medical Informatics↗
PubMed1994

Recommendations for medical informatics training in The Netherlands.

In this contribution recommendations for education and training in Medical Informatics as they have been formulated end 1987 by the Subcommittee Medical Informatics of the Royal Netherlands Academy of Arts and Sciences are described. The current situation of education and training is presented and compared with the recommendations. It is concluded that not all recommendations have yet been followed up.

Medical Informatics↗
PubMedDate not supplied

Nursing informatics as a needed emphasis in graduate nursing administration education: the student perspective.

The faculty of Northeastern University College of Nursing in Boston, MA have initiated a nursing informatics emphasis within the graduate nursing administration specialization. This article describes the increasing need for an aggregate of information systems educational opportunities for the nursing managers of the future, followed by a detailed appraisal of the new informatics courses offered in the nursing administration curriculum from the perspective of this learner. In addition, the author also describes the merits of pursuing a Directed Study practicum, which focused on learning the role accountabilities of a hospital-based nursing information systems manager.

Boston↗
PubMed1993

Clinical nursing informatics. Developing tools for knowledge workers.

Current research in clinical nursing informatics is proceeding along three important dimensions: (1) identifying and defining nursing's language and structuring its data; (2) understanding clinical judgment and how computer-based systems can facilitate and not replace it; and (3) discovering how well-designed systems can transform nursing practice. A number of efforts are underway to find and use language that accurately represents nursing and that can be incorporated into computer-based information systems. These efforts add to understanding nursing problems, interventions, and outcomes, and provide the elements for databases from which nursing's costs and effectiveness can be studied. Research on clinical judgment focuses on how nurses (perhaps with different levels of expertise) assess patient needs, set goals, and plan and deliver care, as well as how computer-based systems can be developed to aid these cognitive processes. Finally, investigators are studying not only how computers can help nurses with the mechanics and logistics of processing information but also and more importantly how access to informatics tools changes nursing care.

Clinical Competence↗
PubMed1995

A model curriculum of health care informatics for Dutch higher professional education.

This paper describes the results of a two year project to design a model curriculum of health care informatics for Dutch higher professional education. The core of the curriculum are sixteen modules which cover the broad range of medical informatics and which are closely related to the profiles of the professions involved (nursing, physiotherapy, speech therapy, occupational therapy and dietetics). The curriculum emphasizes the need of using structured data and information to perform tasks in health care delivery and management, for which modern information technology is indispensable. The model curriculum will enable faculty to redesign existing undergraduate programs and to select the contents they see appropriate. In this way we hope that the model curriculum will contribute to an innovative attitude of future graduating health care professionals. A new three year project just has started to develop learning materials using professional health care software based on the sixteen modules of the curriculum.

Curriculum↗
PubMed1995

Summative evaluation of a baccalaureate nursing informatics curriculum.

This paper describes the fifth stage in the process of designing, implementing and evaluating the nursing informatics courses incorporated into a baccalaureate nursing program. The challenge is to construct an evolving nursing informatics curriculum so as to provide nursing professionals with the foundations for affecting health care delivery. The basic components of the curriculum framework are information, technology, and clinical care process. Information on the two groups of graduates who have completed the four course sequence and the one group of graduates who have been in practice will be discussed.

Attitude to Computers↗
PubMed1995

The Missouri Medical Informatics Thesaurus.

The Missouri Medical Informatics Thesaurus, containing approximately 2,000 sorted terms, arranged within a hierarchical structure, covers the multi-disciplinary medical informatics field more accurately than anything else available. Researchers at the University of Missouri-Columbia developed this thesaurus using the four primary methods of thesaurus construction to assure both literary and user warrant in the final terminology. The thesaurus can also be quickly revised to include the rapidly evolving terminology of the discipline.

Medical Informatics↗
PubMed1995

Medical informatics and problem-based learning in conjunction.

At Dalhousie, we integrated medical informatics as a horizontal theme in the problem-based learning undergraduate medical education curriculum. The rationales for these initiatives can be addressed along the following dimensions: political, philosophical, psychological, educational, and professional practice. Student attitudes towards computers are changing, and incoming students are increasingly computer-literate. Of those Med I students surveyed at the end of the 1993-94 academic year, 94% felt that computers were moderately important or essential to medical education; 86% of Med II students surveyed were of the same opinion. The education of future physicians can be enhanced when medical informatics is introduced into a curriculum in conjunction with the problem-based learning approach.

Attitude to Computers↗
PubMed1995

Curriculum of medical informatics and medical technology in the medical faculty.

1. CURRICULUM DESCRIPTION. Twenty years ago, our faculty organized several lessons in a physiology course to inform students about computers. Recently, new courses in informatics were established. In their first year, students take a compulsory course (15 hours=h) of basic computer science (computers databases, networking, and basic non-medical computer software). A special elective course in medical informatics (30h) can be taken in the 4th year (about 20% of students pass tis course). This course includes the following lessons: computers in medicine (2h), scientific information (4h), classification in medicine (2h- including ICD, SNOMED etc.), computer support of clinical decision (2h-calculation principles with demonstration), artificial intelligence (2h), statistical software (2h), hospital information systems (2h), software for practitioners (2h), biosignal and image analysis (4th), computers in pharmacology (2h), computer simulation (2h), support of metabolic care (2h-consultations, risk calculations), and laboratory information systems (2h). The same course, though slightly differences, is used for paramedical students (occupational therapy, health education, and nursing). Medical technology was established in a three year curriculum courses in the 1st year include common courses in electronic devices (60 h), computers and programming (120 h), biophysics (90 h), biomechanics (30 h), and different medical courses (500 h). For the 2nd and 3rd year, 75% of the courses (700 h per year) are technical e.g., medical devices, information systems, signal and picture analysis, laboratory technique, and data protection. 2. CONCLUSION AND PERSPECTIVES. Students of medicine, and some paramedical studies, are able to use computer in their profession after having taken these courses. Bachelors of medical technology find application in biomedical research, hospitals, and medical technology firms.

Curriculum↗
PubMed1995

Reorganization of the information technology program at a United States medical school: is there a lesson for academic medical informatics in Japan?

Reorganization of the information technology program at Baylor College of Medicine commenced with the goal of obtaining a client-focused organization instead of a classically departmental structure. Legacy organizations independently established by request or serendipity had gaps and overlaps in services and could no longer respond to new issues, such as integration of several hospitals, resource sharing of health care delivery, administration of a shared library, and an academic informatics program. The renewal of the information technology program has led to departments of Telecommunications, Enterprise Services, Client Services, and Medical Informatics, and has also allowed cross-departmental projects led by a technology architect. In contrast with that of Baylor, the approach of the Yamaguchi University School of Medicine in Japan may be construed as economic efficiency at the cost of client services. Effective client services by friendly and efficient staff groups is the most important factor for an academic information technology program, if the goal is to reorganize in anticipation of future challenges to the medical center.

Computer Systems↗