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PubMed2002

A computer science approach to managing security in health care.

The security of electronic medical information is very important for health care organisations, which have to ensure confidentiality, integrity and availability of the information provided. This paper will briefly outline the legal measures adopted by the European Community, Italy and the United States to regulate the use and disclosure of medical records. It will then go on to highlight how information technology can help to address these issues with special reference to the management of organisation policies. To this end, we will present a modelling example for the security policy of a radiological department.

Computer Security↗
PubMed1996

A case study where biology inspired a solution to a computer science problem.

This paper describes how the biological theory of gene duplication described in Susumu Ohno's provocative book, Evolution by Means of Gene Duplication, was brought to bear on a vexatious problem from the domain of automated machine learning, namely the problem of architecture discovery. Six new architecture-altering operations for genetic programming were motivated by the way that new biological structures, functions, and behaviors arise in nature using gene duplication. Genetic programming with the new architecture-altering operations was then applied to the transmembrane protein segment identification problem. The out-of-sample error rate for the best genetically-evolved program achieved was slightly better than that of previously-reported human-written algorithms for this problem.

Amino Acid Sequence↗
PubMed2002

Delivering bioinformatics training: bridging the gaps between computer science and biomedicine.

Biomedical researchers have always sought innovative methodologies to elucidate the underlying biology in their experimental models. As the pace of research has increased with new technologies that 'scale-up' these experiments, researchers have developed acute needs for the information technologies which assist them in managing and processing their experiments and results into useful data analyses that support scientific discovery. The application of information technology to support this discovery process is often called bioinformatics. We have observed a 'gap' in the training of those individuals who traditionally aid in the delivery of information technology at the level of the end-user (e.g. a systems analyst working with a biomedical researcher) which can negatively impact the successful application of technological solutions to biomedical research problems. In this paper we describe the roots and branches of bioinformatics to illustrate a range of applications and technologies that it encompasses. We then propose a taxonomy of bioinformatics as a framework for the identification of skills employed in the field. The taxonomy can be used to assess a set of skills required by a student to traverse this hierarchy from one area to another. We then describe a curriculum that attempts to deliver the identified skills to a broad audience of participants, and describe our experiences with the curriculum to show how it can help bridge the 'gap'.

Computational Biology↗
PubMed2000

Field evaluation of the Computer Science and Application's Inc. Activity monitor during running and skating training in adolescent athletes.

This study investigated the validity of the CSA activity monitor for assessment of the total amount of physical activity in adolescent athletes. Activity data were compared to data on daily energy expenditure and its derivatives measured by the doubly labeled water method. Seven athletes (speed skaters) with a mean age of 18.2+/-1.1 y were monitored twice (off-season and pre-season) by the activity monitor for eight consecutive days. The primary training during the off-season period was running whereas the pre-season period mainly involved skate training (i.e. inline skating, slideboard training, and skating imitations). Activity counts were significantly correlated to all energy estimates during the off-season period (r=0.93-0.96; P<0.01) whereas not during the pre-season period (r=0.32-0.57). A two-way multivariate analysis of variance showed a significant period effect for activity counts (668+/-163 vs. 548+/-91; P=0.026) whereas not for total daily energy expenditure (15.7+/-2.1 MJ x d(-1) vs. 16.0+/-1.0 MJ x d(-1); P=0.71). The relationship between activity counts and total daily energy expenditure seems to be affected by different training conditions. Therefore these circumstances have to be carefully considered in the interpretation of activity monitor data.

Activities of Daily Living↗
PubMed1998

Validity of the computer science and applications (CSA) activity monitor in children.

PURPOSE: The purpose of this study was to evaluate the validity of the CSA activity monitor as a measure of children's physical activity using energy expenditure (EE) as a criterion measure. METHODS: Thirty subjects aged 10 to 14 performed three 5-min treadmill bouts at 3, 4, and 6 mph, respectively. While on the treadmill, subjects wore CSA (WAM 7164) activity monitors on the right and left hips. VO2 was monitored continuously by an automated system. EE was determined by multiplying the average VO2 by the caloric equivalent of the mean respiratory exchange ratio. RESULTS: Repeated measures ANOVA indicated that both CSA monitors were sensitive to changes in treadmill speed. Mean activity counts from each CSA unit were not significantly different and the intraclass reliability coefficient for the two CSA units across all speeds was 0.87. Activity counts from both CSA units were strongly correlated with EE (r = 0.86 and 0.87, P < 0.001). An EE prediction equation was developed from 20 randomly selected subjects and cross-validated on the remaining 10. The equation predicted mean EE within 0.01 kcal.min-1. The correlation between actual and predicted values was 0.93 (P < 0.01) and the SEE was 0.93 kcal.min-1. CONCLUSION: These data indicate that the CSA monitor is a valid and reliable tool for quantifying treadmill walking and running in children.

Adolescent↗
PubMed1996

Toward a model for nursing informatics.

PURPOSE: To propose a new model for the development of nursing informatics based on historical precedent. SIGNIFICANCE: Nursing informatics is expanding rapidly. The proposed model aids in understanding the areas of research, relating them to each other, and it shows areas where work is missing or should be extended. ORGANIZING FRAMEWORK: Nursing informatics as the interaction of cognitive science, computer science, and information science resting on a base of nursing science. IMPLICATIONS: As this model is tested, it can act as an organizing framework to understand and relate studies of nursing informatics and give organization for future research, education, and development.

Computer Communication Networks↗
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↗