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Philosophy of training students, physicians, and tutors of dentistry schools in medical informatics and the relevant curricula are discussed. Specialized software for differential diagnosis and treatment of the major stomatological diseases (dental caries, pulpitis, periodontitis, mucosal, periodontal, oral diseases, tumors, rapid methods for AIDS screening, etc.) are presented.
Informatics is an indispensable discipline for leaders and managers--of patients, facilities, and organizations--because the most important assets of those organizations are their information processing technologies, and the key skills are those that help them to manage information. Managers and executives will increasingly need to anticipate trends in information management technologies that could affect their business. In health care, computer-based patient records, integration engines, online analytical processing systems, telemedicine, expert systems, and the Internet have become vital to having the competitive advantage. Those who do not understand the promise and limitations of these technologies and the need for strong leadership to establish standards for data and transaction systems will not lead their organizations well.
The programme in health informatics at Aalborg University has been running for three years and is about to be revised and extended to a full masters programme. In this paper the programme is presented and the systematic activities to obtain the basis for the revision are described.
The NIGHTINGALE project, which is an EU financed project, is considered as essential in planning and implementation of strategy in training the nursing profession in using and applying healthcare information systems. Therefore, NIGHTINGALE gives a new perspective in Nursing Informatics Education in Europe. In 1997 some major goals of the NIGHTINGALE project were accomplished. These achievements are described in this document.
This paper presents a small survey made to Finnish "adp-nurses" working at adp-departments or as contact persons and informants at the wards. Their positions, job descriptions and informal education is discussed in relation to recent international development in the field. Finally the necessity of starting formal education for the European informatics nurse is stressed.
Within this paper the development of a course on Nursing Informatics is presented. The curriculum development process as applied to the course is explained, the structure of the course is outlined and the orientation of the content is presented.
The objectives and the curriculum of the health informatics course for pharmacy students at the University of Medicine and Pharmacy in Timisoara is presented. The relations with other disciplines and the integration into the overall educational program are discussed within the frame of the specific requirements of a pharmacy school. A description of our specific programs for pharmacy students devoted to laboratory works is also presented.
A Primary Health Care Informatics project was initiated in 1990 at Bhorugram, Rajasthan, India. It was reported in MIE91 with initial, encouraging results. The evaluation of the information system has been successful in all operational terms, and the Fully Immunised Child (FIC) could be used as a local cardinal index to monitor and evaluate the quality of care, cost-effectiveness and community participation. Health Systems and Health Economy Research alike have long searched for apt quality and performance markers that in themselves could embrace and express a number of aspects and factors. The FIC index is shown to well meet the criteria of such a cardinal measure in the MCHC services. We, also, demonstrate an implementation strategy for establishing Information Systems in Primary Health Care Centres in Developing countries.
As medical informatics increasingly places demands on computer resources, healthcare organizations need to plan for and develop fully integrated, enterprisewide communications networks. Healthcare systems should invest in upgradable equipment that is compatible with industry standards and select specialized contractors familiar with the infrastructure required for healthcare networks. The potential for downtime should be minimized through remote diagnostics that assist repair capabilities. The fully integrated network should be supported by staff who are provided with ongoing training and overseen by a knowledgeable network manager.
This paper provides an introduction to the present basis for the Traditional Chinese Medical Informatics (TCMI). It also analyzes the contents, the characteristics of the information classification of Traditional Chinese Medicine (TCM) and prospects for TCMI.
In a period of social transformation, we must reinvent health care. For guidance, we can look to the evolving discipline of medical informatics and to the patterns of investment in the practice arena. A top ranked application need, the computerized patient record (CPR) offers cost savings and supports clinical quality and ambulatory care. In the new millennium, we need to define our values with precision and use technology to achieve quality health care.
Experience with Information Systems (IS) staff, interactions with healthcare senior management, and discussions with faculty and students have led us to the conclusions that few healthcare organizations have conceptualized and articulated an optimal organizational role for IS (particularly for IS leadership). In this paper we will describe the multi-polar, often conflicting "expectations" faced by many of today's healthcare IS departments, and define a set of useful and sustainable institutional model roles for IS. Then, we will formulate the set of challenges which IS professionals in these roles must be prepared to address. We will use this to propose a challenge-oriented, skills-based, methodology-focussed curriculum in Applied Healthcare Informatics, and delivery mechanisms that suit potential candidates.
There are no multidisciplinary operational models to guide nursing informaticists and clinical system users in the design and implementation of computer-supported multidisciplinary care. The Patient-Centered Informatics Model is offered as just such a pragmatic guide. It fuses earlier work with new concepts and allows a visual depiction of crucial elements-influencing factors such as regulations and healthcare delivery models, system attributes such as healthcare delivery methods, knowledge base and supporting technology and categories of results of application processing. The model can help users and executives organize their thinking about the design, implementation, and evaluation of clinical systems in complex settings.
This paper outlines developments in health informatics education arising from the rapid development of the Internet and the growing importance of lifelong learning. The drivers for change in educational delivery are examined and examples of related uses of the Internet are given. The development of the Electronic Learning Zone at the University of Surrey is described and the paper concludes with the probable future extensions to support lifelong learning.
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.
This paper tries to synthesize the discussion of a seminar on medical informatics educational tasks held in May 1998 in Sinaia, Romania, within the frame of the Tempus-Phare Project CME-02555-96 entitled "Know How Transfer from University to Industry" and coordinated by the University of Medicine and Pharmacy Timisoara, Romania. Special emphasis was paid to particular features of medical education requirements in East European countries, with particular reference to Romania.
The subject known as clinical informatics started to develop in the 60's in medical education of clinical disciplines and was mainly concerned with structuring information for instruction and examinations. This application contributed substantially to the development of the discipline of medical education that started to be considered as a legitimate new field that could become a clinical sub-specialty in its own right. Due to uneven access to computer hardware the area developed differently in the West and East. We elaborated our projects for application of didactic games in internal medicine for the paper and pencil system. On turn of the 90's the use of PCs brought new possibilities for the application of computer programme support in the analysis of the effectiveness of the system of instruction in internal medicine we were concerned with. We carried out two longitudinal studies in clinical memory of the 4th and 6th year students of the same study cycle. In a non-anonymous questionnaire, more than 1000 respondents described their experience in observation/examination of 70 recommended disorders important for internal practice. We offer some unpublished results showing how the clinical memory of the students is formed during the four-year study and how few possibilities there are for some students to see some manifestations of various clinical disorders. Thinking about the future we are preparing a series of integrated medical and language programmes for the use of the multi-medial approach.
In this contribution the traditional approach to education is presented and compared with the problem-based approach. Trends in the healthcare system indicate that education in health informatics and training in ICT becomes mandatory for students and healthcare professionals. These trends are presented. In addition the role of ICT in education and training is discussed. Finally some educational programs are presented.