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PubMed2001

Preparing tomorrow's doctors: the impact of a special study module in medical informatics.

BACKGROUND: In response to the call for more informatics teaching in the medical curriculum, an elective special study module has been offered to first-year students at Queen's University since 1997. OBJECTIVES: To assess the impact of a medical informatics course in terms of the use of skills acquired and attitudes held about information technology (IT) in medicine. METHODS: A postal structured questionnaire was sent to all 30 students who took the medical informatics special study module in 1997 and to all 29 students who took the module in 1998, plus an age and sex-matched group of controls in each year. Main outcome measures included attitudes to the role of IT in medicine and declared frequency of use of various software packages. RESULTS: Compared with the control group, those taking the module felt less confident initially with computers. There was a high level of positive attitude to computers in medicine following the course, in both study and control groups. There was a significantly greater use of word-processing (P=0.001) and presentation packages (P=0.0005) amongst third-year students compared with second-year students, but there was no significant difference in this regard between those taking the module and controls. CONCLUSIONS: Students' use of computer technology and IT skills, is more influenced by the demands of the overall curriculum than by undertaking a single module in medical informatics. A special study module may, however, provide valuable support by performing a 'remedial function'. The authors found the module a useful first step in the process of introducing medical informatics to the core curriculum.

Attitude of Health Personnel↗
PubMed1999

IMIA Working Group 13: organizational impact of medical informatics.

In 1993 the International Medical Informatics Association approved a working group whose purpose focused on the people and organizational issues surrounding the use of computers in health care. This article outlines two key concepts that act as the guiding principles for the working group's efforts. The concepts are: applying the knowledge of human behaviors toward the use of information or information technology within a health care environment and effectively incorporating human factors, culture, change, and organizational and human engineering in the medical informatics processes. These concepts are further supported by functional statements and a strategy to ensure the principles are effectively diffused in the medical informatics community. The concepts, functional statements and process were adopted by the working group and are outlined in this article.

Attitude to Computers↗
PubMed2006

An international summer school on health informatics: a collaborative effort of the Amsterdam Medical Informatics Program and IPhiE--the International Partnership for Health Informatics Education.

PURPOSE: Today, the need for health informatics training for health care professionals is acknowledged and educational opportunities for these professionals are increasing. To contribute to these efforts, a new initiative was undertaken by the Medical Informatics Program of the University of Amsterdam-Academic Medical Center and IPHIE (IPhiE)-the International Partnership for Health Informatics Education. In the year 2004, a summer school on health informatics was organized for advanced medical students from all over the world. METHODS: We elaborate on the goals and the program for this summer school. In developing the course, we followed the international guidelines of the International Medical Informatics Association-IMIA. Students provided feedback for the course through both summative and formative evaluations. As a result of these evaluations, we outline the lessons we have learned and what consequences these results have had in revising the course. RESULTS: Overall the results of both the summative and formative evaluation of the summer school showed that we succeeded in the goals we set at the beginning of the course. Students highly appreciated the course content and indicated that the course fulfilled their educational needs. The decision support and image processing computer practicums however proved too high level. We therefore will redesign these practicums to competence requirements of medical doctors as defined by IMIA. All participants recommended the summer school event to other students. CONCLUSIONS: Our experiences demonstrated a true need for health informatics education among medical students and that even a 2 weeks course can fulfill health informatics educational needs of these future physicians. Further establishment of health informatics courses for other health professions is recommended.

Curriculum↗
PubMed2003

Ten years of medical informatics education experience at the Faculty of Medicine 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 for the last ten years, regarding to the Medical curriculum at the biomedical faculties in Bosnia and Herzegovina is in accordance with the project of the education related to Bologna declaration and the project EURO MEDICINA. This year the Chair of 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 included the questionnaire of about 400 students of the biomedical faculties, we established the attitudes and we took into consideration opinions of the students of these faculties about the validity of the contents of the subject of the medical informatics, the availability of the adoption of the material by the theoretical and practical performance of the teaching process and the suggestions and recommendations of the students about the contents that have to be throwned out from the curriculum and the teaching material that needs to be included. WORK RESULTS: The research was performed using the separate questionnaire pattern data carriers with the defined characteristics for the quality assessment of the performed course. The total attitude of the assessed students speaks about dominantly expressed satisfaction with the majority of the parameters that are important for assessment of the quality and the tuition contents that was evaluated during the questionnaire. The results are shown in the tables and graphs, and they are describing the program of the tuition and the contents of the methodical units, and the system of the examination for the students using the method of "multiple choice". CONCLUSION: The education in the field of the medical informatics is based at the concept which is used in the developed countries of the world, and according the recommendations of the working groups of the European and world association of the medical informatics. The theoretical and practical teaching and training performance in the wholeness is performed by use of the computer equipment, and the final knowledge check of the students also is performed using the Data Base Management System MSAccess specifically designed to cover full teaching and training material by using questions set in the data base which encircled nearly 1500 questions combinations.

Bosnia and Herzegovina↗
PubMed1995

[Medical informatics in research, teaching and patient management].

The field of medical informatics in its current understanding is defined and criteria distinguishing this field from similar areas are provided. Special consideration is given to its position at a School of Medicine - in particular to the University of Vienna Medical School with the Vienna General Hospital as its teaching hospital. Demands for medical informatics and electronic data processing (EDP) in this extended field of activity come from four different sources: (1) research in medical informatics, (2) teaching of medical informatics as well as EDP training, (3) EDP service for research and teaching, and (4) EDP hospital operations to assist patient care. (Purely administrative EDP demands are not considered here.) It is shown that the different demands can be fulfilled by the usually available institutions involved in medical informatics and EDP at a School of Medicine. At many places these institutions are as follows: (1) a department or division of medical informatics with a possibly attached computer center dedicated to provide assistance in the area of research and teaching, (2) the computer center of the respective university the School of Medicine belongs to, (3) the computer center of the hospital-owned institution responsible for all EDP activities connected to patient care, and (4) external software companies and EDP training centers. To succeed in the development of an exhaustive, school-wide system of medical informatics and EDP that considers the different demands in research, teaching, and EDP hospital operations equally, close and well-suited coordination between the institutions involved is necessary.

Artificial Intelligence↗
PubMed1992

[Medical informatics as a complementary method in medical education].

The practice of the decision making at the bed side especially highlights the place to be devoted to medical informatics both at the pre- and post-graduate levels. Still in a relatively recent past, say the 50s-60s, most of the medical educational efforts were delivered when watching and then imitating the medical behaviour of an older physician. The medical educators were aware that besides the formal lessons related to selected chapters of medical textbooks, there were an obvious need for better training in the ability to make sound clinical judgements. If this ability has been considered only as an artful and intuitive process neither subjected to theoretical analysis nor to be captured in a formal quantitative model, now things have changed to such an extent that it becomes broadly shared that a science of medical decision making can be reasonably founded and this threefold: 1) Upon a formulated logic, 2) The probability theory, and 3) A value theory. The first gives the hand to artificial intelligence (AI) technics, the third to medical information data bases dealing either with patients (like in hospital information systems) or with literature like MEDLINE or electronic "cookbooks". Basically the probabilistic theory is based here upon a priori probabilities related to patients informations and data and opens the way to bayesian decision making. After this little summary it is stressed that educational informatics in medicine would appear either very central or very marginal, if not optional.

Computer-Assisted Instruction↗
PubMed1998

Citation analysis in journal rankings: medical informatics in the library and information science literature.

Medical informatics is an interdisciplinary field. Medical informatics articles will be found in the literature of various disciplines including library and information science publications. The purpose of this study was to provide an objectively ranked list of journals that publish medical informatics articles relevant to library and information science. Library Literature, Library and Information Science Abstracts, and Social Science Citation Index were used to identify articles published on the topic of medical informatics and to identify a ranked list of journals. This study also used citation analysis to identify the most frequently cited journals relevant to library and information science.

Bibliometrics↗
PubMed1995

The role of medical informatics in telemedicine.

The role of medical informatics in telemedicine is dependent on using the power of the computerized database to not only feed patient specific information to the health care providers, but to use the epidemiological and statistical information in the data base to improve decision making and ultimately care. The computer is also a powerful tool to facilitate standardizing and monitoring of care and when applied in continuous quality improvement methodology it can enhance the improvement process well beyond what can be done by hand. The coupling of medical informatics with telemedicine allows sophisticated medical informatics systems to be applied in low population density and remote areas.

Databases, Factual↗
PubMed1997

On the medical informatics structure.

This paper contributes to the discussion of R. Haux paper on essential aims and tasks of medical informatics. New views on structure of informatics and consequently medical informatics are given. Information is introduced as outside and inside information. Inside information is divided into three different types as data, evidence and knowledge. This terminology slightly differs from the commonly used terminology data, information and knowledge. Based on understanding of information as outside and inside information the field of informatics is divided into four rings, namely Information Basic Ring, Information Methodology Ring, Information Interface Ring and Information Technology Ring. Medical informatics is defined and its structure explained using four information rings. These views on informatics and medical informatics open possibilities to see more clearly where are the essential aims and tasks of medical informatics.

Europe↗
PubMed2006

Fifty years in medical informatics.

OBJECTIVES: An overview of personal experiences in medical informatics based on Dr. Morris Collen's 50 years of research in the field. METHODS: A personal reminiscence and historical overview, focusing on the first two decades of medical informatics, when Dr. Collen began working with Dr. Sidney Garfield, the founder of Kaiser Permanente, leading to his involvement in computer-based medical care, through the development of the pioneering Automated Multiphasic Health Testing (AMHT) system, which they introduced into Kaiser clinics in Oakland and San Francisco. RESULTS: Statistical models for medical decision-making based on consultations with Jerzy Neyman and George Dantzig were incorporated into the AMHT, and tested on a large database of cases. Meetings with other pioneers in medical informatics at the Karolinska Institute led to the formation of the early society Salutas Unitas, and the many national and international collaborations which followed during the first two decades helped coalesce the field as clinicians and researchers investigated problems of medical data, decision support, and laboratory, hospital, and library information systems. CONCLUSION: Dr. Collen's research and his many medical informatics activities significantly contributed to the growth of the field. The U.S. contributions are covered extensively in his book, A History of Medical Informatics in the United States, 1950-1990. Washington, DC: Am Med Informatics Association 1995.

Diagnosis, Computer-Assisted↗
PubMed2002

Theory, abstraction and design in medical informatics.

OBJECTIVE: To analyze the scientific and engineering components of Medical Informatics. A clear characterization of these components should be undertaken to categorize different areas of Medical Informatics and create a research agenda for the future. METHODS: We have adapted a classical ACM and IEEE report on computing to analyze Medical Informatics from three different viewpoints: Theory, Abstraction, and Design. RESULTS: We suggest that Medical Informatics can be considered from these three perspectives: (1) Theory, from which medical informaticians formally characterize the properties of the objects of study, creating new theories or using and adapting existing theories (e.g., from mathematics), (2) Abstraction, from which medical informaticians deal with all aspects of medical information and create new abstractions, methods, and technology-independent models, which can be experimentally verified, and (3) Design, from which medical informaticians develop systems or act as information brokers or advisors between medical and technology professionals, to improve the quality of computer applications in medicine. CONCLUSION: Based on this framework, we suggest that Medical Informatics has an independent scientific character, different from other applied informatics areas. Finally, we analyze these three perspectives using data mining in medicine.

Medical Informatics↗
PubMed2004

[Free sources for medical informatics teaching].

Important worldwide websites offering medical informatics have been searched through to find freely available web-based sources for teaching of medical informatics at faculties of medicine. The conclusion suggests that a complex system for teaching of the whole field of study does not exist. However, a sufficient offer of specialized articles, model programmes and presentations is available, which can be used for teaching. The author lists a brief characterization of the found sources and the programmes he uses. This computer-aided research is only rough. A more precisely defined searching strategy can help find other sources of specialized subjects useful for medical informatics.

Educational Technology↗
PubMed2000

Switzerland: new medical informatics curriculum.

Swiss Society for Medical Informatics (SSMI) started to build a postgraduate curriculum in medical informatics a year ago. The aim is to build a curriculum with different modules allowing the healthcare professionals to follow individual path in order to fulfill their objectives. The professionals who could benefit from the curriculum are physicians, nurses, medical assistants, computer specialists in the healthcare domain. Different levels of certificates or diplomas will be given depending on the number of modules taken and the professional background. Modules can be taken in different ways: universities, hospitals, distance learning.... The kickoff meeting for the leading group of this curriculum chaired by Dr Denz from Zurich was held on June 5 and 6 1998 was Swiss Nursing informatics group is active in this field. Working Group 5 (WG5) "Nursing Informatics in Europe" is supporting countries efforts in building nursing informatics curriculum. Promoting links between specialists in this domain in different countries. Selecting relevant Websites to be used. Disseminating information to country members of WG5.

Curriculum↗
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↗
PubMedDate not supplied

A primer on aspects of cognition for medical informatics.

As a multidisciplinary field, medical informatics draws on a range of disciplines, such as computer science, information science, and the social and cognitive sciences. The cognitive sciences can provide important insights into the nature of the processes involved in human- computer interaction and help improve the design of medical information systems by providing insight into the roles that knowledge, memory, and strategies play in a variety of cognitive activities. In this paper, the authors survey literature on aspects of medical cognition and provide a set of claims that they consider to be important in medical informatics.

Cognition↗
PubMed1993

Medical informatics vocabulary.

In order that medical informaticians can create Open Systems for health care, they need to have a common language. Efforts in the 1980s at the National Library of Medicine to create a Medical Informatics Vocabulary (MIVoc) have been useful for document indexing purposes, but need to be continued and extended. The Committee of European Normalization Technical Committee 251 has created a project team for MIVoc, and that team has used both automatic and manual methods and referenced many sources in producing a vocabulary that has support from numerous experts in Europe. MIVoc has both a glossary and a tree structure. The glossary has about 250 terms with detailed definitions that include various explanations and pointers. One critical pointer is the semantic link to other terms in MIVoc from a which a tree-structure is inferred. The success of MIVoc clearly depends on its being used, which in the long run depends also on the vocabulary being maintained.

Humans↗
PubMed2002

Medical informatics in an undergraduate curriculum: a qualitative study.

BACKGROUND: There is strong support for educating physicians in medical informatics, and the benefits of such education have been clearly identified. Despite this, North American medical schools do not routinely provide education in medical informatics. METHODS: We conducted a qualitative study to identify issues facing the introduction of medical informatics into an undergraduate medical curriculum. Nine key informants at the University of Toronto medical school were interviewed, and their responses were transcribed and analyzed to identify consistent themes. RESULTS: The field of medical informatics was not clearly understood by participants. There was, however, strong support for medical informatics education, and the benefits of such education were consistently identified. In the curriculum we examined, medical informatics education was delivered informally and inconsistently through mainly optional activities. Issues facing the introduction of medical informatics education included: an unclear understanding of the discipline; faculty and administrative detractors and, the dense nature of the existing undergraduate medical curriculum. CONCLUSIONS: The identified issues may present serious obstacles to the introduction of medical informatics education into an undergraduate medicine curriculum, and we present some possible strategies for addressing these issues.

Academic Medical Centers↗
PubMed2001

Proofs of the necessity of medical informatics for the physicians in Bulgaria.

It is obvious that medical practice needs to sustain a radical quality change due the fast penetration of information technologies in medicine and healthcare. One of the major problems of this change is the adequate education of the medical specialists to use these information and communication technologies, including Hospital information systems and electronic medical records. A study has been carried out among the physicians in Bulgaria. The aim of the study was to check weather the Bulgarian physicians are ready to face the challenges of modern information technologies in their daily medical practice. The results show that although 97.5% of the Bulgarian physicians have a positive attitude to information technologies and 86.7% recognise the need of using computers in medicine, 84.1% of them do not have the necessary skills and knowledge to use computers in their daily medical practice. They are absolutely unaware what the electronic medical record might contribute to their practice. Their knowledge of the subject, principles and methods of medical informatics tends to nil. The study was the first of the kind carried out in Bulgaria. It proved our initial hypothesis that Bulgarian physicians need to be educated not only how to use computers, they are in badly need of education in medical informatics. The study proved that the adequate education in medical informatics is one of the most important parameters for the implementation of information technologies, especially electronic medical records in medical practice. Its result may form the background for the preparation of the strategy of teaching medical informatics in Bulgaria. The first step of the implementation of this strategy is to include medical informatics in the regular curriculum of students of medicine.

Attitude to Computers↗