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PubMed1990

[Medical informatics].

Medical informatics is the discipline concerned with information and information streams in health care. The development of information technology has been intensified in recent years and is now influencing the international development within the health care sectors. During the coming decade, integrated hospital networks will supple communication within and between hospitals. New productivity measures useful in administrative planning are being developed. Patient data are being digitalized and stored electronically, and interactive media are implemented in education. Primarily, however, chip-based technologies find application in the evaluation of the increasing quantity of paraclinical data. Internationally product development and research are actively underway. The EEC has established development programmes specifically stimulating these activities. Is Denmark going to take an active part in this development, formalized frames are required.

Denmark↗
PubMed1989

Crisis of meaning and medical informatics education: a burden and/or a relief?

Starting with the quotation by Paul Ricoeur: Man needs love indeed; he needs justice still more; but most of all he needs meaning, this paper states that in this present situation medical education does not prepare students to deal with human needs, neither their own nor those of their patients. This is due to the almost exclusive devotion to hard sciences, contaminated by unscientific ideological drift, which tends to negate subjectivity and to suppress any significance of human destiny. Although medical informatics, by definition, eliminates meaning and knowledge, it can - if properly used as a complement and not as a competitor of human intelligence - help to renovate medical education, introduce true humanistic dimensions, and restore the element of human subjectivity.

Artificial Intelligence↗
PubMed1989

Teaching medical informatics to medical students in the Federal Republic of Germany.

The medical curriculum in the Federal Republic of Germany (FRG) is regulated by federal legislation. Medical informatics is part of this curriculum and is therefore taught by all 27 medical faculties in the FRG, 24 of which have related departments. The teaching situation in general and the specific approach at the author's department are described.

Attitude to Computers↗
PubMedDate not supplied

Graduate specialization in nursing informatics.

This article describes the need and rationale for developing nursing informatics as a new area of graduate level specialization. Included are the results of a comprehensive needs assessment study that was conducted to determine the employment opportunities for graduates of such a program of study as well as the potential student applicant pool. The findings clearly indicate the immediate and future demand for master's prepared nurses in this field and the importance of a timely academic response.

Adult↗
PubMed1986

The synergism of Health Information Science/Health Informatics.

The purpose of this paper is threefold: to review the status of Health Information Science (Health Informatics) as reported in the literature; to suggest a taxonomy to integrate the many varied concepts being discussed under the rubric of Health Information Science; and to propose a framework into which research can be classified and potential research hypotheses generated. It is suggested that such a framework is needed if generalizations are to be made to the end that the knowledge produced from research efforts may be cumulative with that from other studies. A framework for research is needed if the field is to become an established academic discipline; whether or not it takes on the mantel of a "science" is another matter.

Humans↗
PubMedDate not supplied

Description of a graduate program in clinical nursing informatics.

This article describes the history and development of the Clinical Nursing Informatics Program at the University of Utah College of Nursing. Program philosophy and curriculum are discussed in the context of the conceptual framework. Courses and student projects are described. The authors reflect on the ensuing stage of program development.

Computer Systems↗
PubMed1994

A business case for health informatics standards.

The acceleration of health informatics standards development has both value to health care delivery as well as economic value to the nation's economy. This paper describes the business case for standards development to enable development and implementation of computer-based patient record systems.

Computer Communication Networks↗
PubMed1994

Developing a medical informatics education program to support a statewide health information network.

The Florida Health Information Network (FHIN) was established in October 1989 to provide biomedical information services to the University of Florida Health Science Center (HSC) and to health professionals throughout the state--especially the northern thirty-nine counties of the state. FHIN services are available to all affiliates of the HSC and by annual subscription to nonaffiliates. At present, FHIN services include database access, circulation services, document delivery, and information services. Training network users has been an objective since the inception. Training has targeted both the HSC Library staff and HSC users and now is expanding to include remote users. Because many users have had insufficient experience with computers, the library has to teach the mechanics of access and network use and to instruct users regarding applications and database searching. This paper describes the development and implementation of the medical informatics education program. Topics include library staff training; educational offerings for HSC faculty, staff, and students; development and implementation of the remote training program; and organizational and budgetary implications for the construction of such a program.

Computer Communication Networks↗
PubMed1994

A comparative summary of six Health/Medical Informatics programs.

This paper tries to compare six Health Informatics/Medical Informatics (HI/MI) programs by a number of attributes in standardized form. The different programs and their curricula were summarized at the 5th IMIA Working Conference on HI/MI Education at Heidelberg/Heilbronn. The presentation is condensed to a synoptical scheme. Most of the information used for this purpose is taken from five individual papers about the programs presented in this special issue of Methods of Information in Medicine.

Curriculum↗
PubMedDate not supplied

A first-level graduate studies experience in nursing informatics.

The authors describe a nursing informatics experience for first-level graduate students in nursing. Three content areas were included in the course: 1) achieving mastery of basic computer competencies; 2) evaluating emerging patterns and trends in electronic information processing; and 3) establishing electronic connection.

Attitude to Computers↗
PubMed1995

The Internet and its role in teaching medical informatics to undergraduates.

Training medical informatics students in the use of tools that may assist their future careers is only one component of what we feel is required of a successful course. Leaving students with a sense of what these tools can actually do for them, and how they can be applied in daily work and research, is the most important goal. We discuss how the Internet, with its wealth of information and interconnections between individuals, can be used to involve students, thus leaving them with the motivation and skills to achieve this longer term goal once they have left our course.

Australia↗
PubMed1995

Education on medical informatics integrated in the campus information network system at Shimane Medical University.

An integrated campus information network system at Shimane Medical University has been developed to organize medical information generated from each section and provide information services useful for education, research, and clinical practice. This report outlines: the education-research system in connection with a campus information network system, the MUMPS programming self-directed learning software, and the curriculum of education on medical informatics.

Computer Systems↗
PubMed1995

Medical informatics education in the EuroMISE courses.

The first experience with medical education in courses developed using the guidelines of the Joint European Project EuroMISE under the TEMPUS-PHARE program is presented. Training and education in EuroMISE consists of three overlapping methodological branches: medical informatics, medical statistics, and epidemiology. The teaching scheme has been developed in cooperation with Charles University in Prague and cooperating EC universities. Running EuroMISE courses in English (first for Czech university teachers) should have multiple effects in disseminating the acquired knowledge and skills.

Computer User Training↗
PubMed1995

Continuing education in health informatics in the UK: the need for learning materials.

The case for education in health informatics for all practitioners as well as information specialists has been well recognized [1]. Changes are occurring in the undergraduate medical curriculum in the UK. This can be seen by the general moves towards computer-based teaching in higher education and the recommendations for the new medical undergraduate curriculum by the General Medical Council (GMC). A survey of undergraduate students has shown that there is an increasing level of computer literacy [2]. We need, therefore, to concentrate on postgraduate education. In the UK, postgraduate and continuing education is organized under the auspices of Regional Postgraduate Deans, Regional Advisors in General Practice, and the educational initiatives of the Professional Royal Colleges. Educational guidelines for information management for undergraduates have been described [3] and these guidelines apply to practitioners as well. The main problems in postgraduate education are the scale of the task, the staff, facilities, and teaching materials available. Basic computer literacy will enable practitioners to make use of computers in their own environment and access the "information superhighway" via the Internet. When this becomes a reality, there will be a need for suitable teaching materials to be made available. The accessibility of these materials raises questions about credit for authorship and the production of flexible packages that can be used by different individuals with their own needs in mind. We have a number of educational materials, at different stages of development, that are described here in the hope that we may collaborate in the exchange of teaching materials.

Computer User Training↗
PubMed1995

Organizational issues in health informatics: the challenges we face.

This paper presents an overview of the many challenges facing the more wide-spread acceptance of the necessity of using sound organizational strategies and tactics in the implementation of health care informatics systems. The nature of today's changing information environment is reviewed as are the causes of implementation failures and the requirements for systems success.

Efficiency, Organizational↗
PubMed1995

Inside multi-disciplinary design in medical informatics: experiences from the use of an argumentative design method.

This paper reports on a qualitative study using an argumentation-based design method (Argumentative Design) in the development of clinical software systems. The method, which requires visualization of the underlying design goals, the specific needs-for-change, and the probable consequences of the alternative design measures, caused previously implicit argument structures to be exposed and discussed. This uncovering of hidden agendas also revealed previously implicit coalitions and organizational influences on the design process. Implications for software development practices in medical informatics are discussed.

Clinical Protocols↗
PubMed1995

Developing a health informatics policy for South Africa.

In a developing country, is it possible to produce a comprehensive national policy for health informatics in a rational and democratic way? This report argues that it is--if close attention is paid to the process of policy development. Although we have recently started our journey down this road, it is possible to draw useful conclusions. With sufficient funding to cover meeting costs and a supportive environment, such a project has a good chance of succeeding. The process should involve key stakeholders; agreement on definitions, purpose and scope should be obtained early. The policy should contain a strategy for implementation, measurable goals, plans for training and long term maintenance, and specifications for regular review. Health information systems should not be promoted as panaceas. Debates arising from the policy development process should promote realistic expectations shared by policy makers, system implementers, and managers. The process itself has significant benefits for the participants who both learn and establish networks with other people. Although developing countries depend on aid from international agencies, unexpected management problems may arise.

Health Policy↗
PubMed1997

Mary J. Nielubowicz Award. Bringing nurses on-line: implementing nursing informatics.

Processing the vast amount of information required to provide quality nursing and health care today is an immense task. The Surgeon General of the Navy recently updated the Department's "Vision for the Future." He challenged Navy medicine to become a leader in technology integration. Shifting toward a managed-care environment makes it imperative for health care organizations and their personnel to integrate data, information, and systems at all levels. Implementation of a coordinator to assist nursing users with this technology is proving essential. This essay describes how one nursing directorate at a Naval hospital implemented a full-time staff member as Nursing Informatics Coordinator to serve in this role. Receiving and using data and information in the practice of nursing is vital to the profession. Specific factors identifying the reasons for development of this role, impact achieved, opportunities encountered, and the future of the position are addressed.

Awards and Prizes↗