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PubMed1998

Health or uni-disciplinary informatics initiatives--why are we where we are today?

This paper looks at the development of health informatics from a segregated uni-disciplinary beginning to an environment in which multi-disciplinary health informatics and uni-disciplinary work co-exist reasonably harmoniously. However, the paper considers some of the catalysts and inhibitors which have made the transition not as smooth or wide ranging as the technological developments could have supported. Organisational and cultural factors appear to have played a part in the migration as it has emerged. Identification and understanding of the key issues may help in progressing health informatics towards a mature state.

History, 20th Century↗
PubMed1998

Setting a national research agenda in nursing informatics.

An active program of research assures the development and evaluation of nursing informatics solutions to the challenges of contemporary patient care. Experts in nursing informatics research participated in a two-part electronic mail survey of research priorities. Priorities identified included formalization of nursing vocabularies, design and management of databases for nursing information, development of technologies to support nursing practice, use of telecommunications technology in nursing, patient use of information technology, identification of nurses' information needs, and systems modeling and evaluation. Many of these priorities are similar to those advanced in the 1993 US PHS NINR PEP Report on Nursing Informatics. Additionally, the findings suggest the need for greater emphasis on the application of emerging technology to nursing practice problems, and the expansion to consider patients as direct users of information systems.

Data Collection↗
PubMed1992

Supporting collaboration through a nursing informatics curriculum stage II.

Collaboration is at the center of the process used to design, implement and evaluate an integrated informatics curriculum in a baccalaureate nursing program. This paper describes the second stage of a process to design the informatics nursing courses. The challenges to foster faculty collaborative relationships as well as to enhance the course content of all nursing informatics curriculum. A number of strategies were used to develop the collaborative efforts between the faculty and nursing staff in the clinical agencies. Information technology was incorporated into the didactic and clinical portions of courses through the use of creative teaching strategies. Therefore, the faculty have ensured a blend of information, technology, and the clinical care process throughout the curriculum.

Curriculum↗
PubMed1991

[Medical informatics].

The fundamentals of medical informatics education are described on the basis of the current understanding of its aims and tasks. The use of a system in medical decision making is pointed out together with its basic characteristics. The significance of the introduction of information systems into the health system is presented as well as the perspectives of their further development in the future. The principles of medical informatics education are presented as well as the present situation in medical informatics education in the world and in this country with a view of the future.

Humans↗
PubMed1991

Education and medical informatics--five years of experience at the University of Limburg.

In this paper the experience of five years of medical informatics education at the university of Limburg is described. The university of Limburg uses the problem-directed educational system. This system is described. The blocks in Medical Informatics are then presented. Then several program packages that were developed by the department of Medical Informatics of this university are described. Finally the assessment by the students of this type of education is given.

Curriculum↗
PubMed1989

Medical informatics and education: the profession as gate-keeper.

Modern health care systems, both at the policy as well as the delivery level, are becoming increasingly data-dependent. The profession of Medical Informatics is beginning to emerge as a distinctive discipline that functions as the point of entry of the relevant data into the systems and as the medium of their manipulation. Medical Informatics therefore finds itself in a gate-keeper position: i.e., in the position of someone who effectively controls the use of these data and whose actions set the parameters of what will be done with them. This position, in turn, places special ethical obligations on the profession as a whole as well as on the individual professionals. It is unlikely that the nature of these obligations, or indeed their very scope, will be appreciated without some training in ethics; and it is also unlikely that the ethical problems that arise in the conduct of the profession can be handled smoothly without some ethical education. Medical Informatics, as a profession, should therefore insist that the education of its members involve not only technical parameters but also include some education in ethics. The pay-off for this would come not only in terms of an integrated functioning of the profession as a whole, but also in a much more firmly established legal and social position.

Curriculum↗
PubMed1989

Software engineering education in medical informatics.

Requirements and approaches of Software Engineering education in the field of Medical Informatics are described with respect to the impact of (1) experiences characterizing the "software misery", (2) status and tendencies in software methodology, and (3) educational status and needs in computer science education influenced by the controversy "theoretical versus practical education". Special attention is directed toward the growing importance of analysis, design methods, and techniques in the professional spectrum of Medical Informatics, the relevance of general principles of systems engineering in health care, the potential of non-procedural programming paradigms, and the intersection of Artificial Intelligence and education. Realizations of and experiences with programs in the field of Software Engineering are reported with respect to special requirements in Medical Informatics.

Artificial Intelligence↗
PubMed1989

Computers in a human perspective: an alternative way of teaching informatics to health professionals.

An alternative way of teaching informatics, especially health informatics, to health professionals of different categories has been developed and practiced. The essentials of human competence and skill in handling and processing information are presented parallel with the essentials of computer-assisted methodologies and technologies of formal language-based informatics. Requirements on how eventually useful computer-based tools will have to be designed in order to be well adapted to genuine human skill and competence in handling tools in various work contexts are established. On the basis of such a balanced knowledge methods for work analysis are introduced. These include how the existing problems at a workplace can be identified and analyzed in relation to the goals to be achieved. Special emphasis is given to new ways of information analysis, i.e. methods which even allow the comprehension and documentation of those parts of the actually practiced 'human' information handling and processing which are normally overlooked, as e.g. non-verbal communication processes and so-called 'tacit knowledge' based information handling and processing activities. Different ways of problem solving are discussed involving in an integrated human perspective--alternative staffing, enhancement of the competence of the staff, optimal planning of premises as well as organizational and technical means. The main result of this alternative way of education has been a considerably improved user competence which in turn has led to very different designs of computer assistance and man-computer interfaces. It is the purpose of this paper to give a brief outline of the teaching material and a short presentation of the above mentioned results.(ABSTRACT TRUNCATED AT 250 WORDS)

Attitude to Computers↗
PubMed1986

Origins of medical informatics.

Medical informatics is a new knowledge domain of computer and information science, engineering and technology in all fields of health and medicine, including research, education and practice. Medical informatics has evolved over the past 30 years as medicine learned to exploit the extraordinary capabilities of the electronic digital computer to better meet its complex information needs. The first articles on this subject appeared in the 1950s, the number of publications rapidly increased in the 1960s and medical informatics was identified as a new specialty in the 1970s.

History, 20th Century↗
PubMed1986

The National Library of Medicine and medical informatics.

Medical informatics attempts to provide the theoretic and scientific basis for the use of automated information systems in biomedicine. Even though a new field, its roots are in the 19th century. The National Library of Medicine (NLM) began classifying the medical literature and publishing the Index Medicus in 1897; in the early 1960s, the growth of the index gave rise to MEDLARS, the first successful, large-scale, computerized bibliographic system. In 1971, about the time MEDLARS evolved into a nationwide on-line retrieval system known as MEDLINE, a committee of the Association of American Medical Colleges published a report calling for the NLM to exert strong leadership in developing computer applications for information transfer in medicine. The NLM has sponsored several training and research programs in this area and is now developing the concept of "centers of excellence" in medical informatics. In addition, there are a number of current research and development activities within the NLM internal and extramural programs that may influence the progress of medical informatics.

History, 19th Century↗
PubMed1994

Informatics for nurse managers: integrating clinical expertise, business applications, and technology.

Nurse managers must become familiar with computers, information systems, and nursing informatics in order to be competitive in the future. Knowledge and skills for identifying critical data elements, organizing the data into information, and presenting it for decision making can be learned through formal and informal education. After learning to use computers and to apply nursing informatics, nurse managers will be equipped to make more relevant, data-driven management decisions. This article describes how nurse managers can identify business applications relevant to management, learn how to use them, and put nursing informatics to work in very practical ways.

Clinical Competence↗
PubMed1994

Undergraduate health care informatics education: a needs analysis and proposed curriculum.

This paper describes a needs analysis and resulting curriculum in Health Care Informatics. It is implemented as a track for the BS degree within the Department of Information Systems at the University of Maryland, Baltimore County. The track in Health Care Informatics is an interdisciplinary specialty within the broader field of Information Systems which is itself an interdisciplinary field. The needs analysis shows current thinking by practitioners and educators in the new field of Health Care Informatics. It also presents a survey of undergraduate students to monitor interest in and knowledge of this field. A curriculum design is presented that addresses these needs.

Curriculum↗
PubMed1994

Graduate program in medical informatics at the University of Utah.

The graduate student program in medical informatics at the University of Utah described in this paper comprises a Master of Science degree (since 1976) and a Ph.D. degree (since 1962). The average program length is 2 years for M.Sc. and 3-5 years for Ph.D. The aims of the program are to prepare graduates for careers in medical informatics in academic, hospital or industrial settings. There are several different courses of study, or tracks, within the department ranging from Expert Systems, Genetic Epidemiology, Health Care Quality, Hospital Information Systems, Medical Imaging, Medical Physics, to an intensive one-year M.Sc. degree course for physicians. After the first three quarters the students are required to take a qualifying examination in which they qualify for a Masters or Ph.D. degree. The program covers the total spectrum of medical informatics. About 10 students are admitted each year. There are 14 full-time faculty and 9 adjunct faculty. The total number of graduates is 151.

Curriculum↗
PubMed1994

Can health/medical informatics be regarded as a separate discipline?

The participants of the panel on education and training in Medical Informatics, concurred that health/medical informatics is today thriving as a separate discipline, despite inevitable uncertainties regarding the future. Conferees discussed the distinctions between physician-built systems and those designed by medical informaticians, focusing on methodology as critical to medical informatics.

Medical Informatics↗
PubMed1994

An international health/medical informatics programs database.

The University of Maryland at Baltimore has established a database of health/medical informatics programs worldwide. Since 1991, IMIA's Working Group on Education and Training in Medical Informatics has provided guidance on critical issues of policy and purpose. At the Heidelberg/Heilbronn Working Conference in 1992 on Health/Medical Informatics education, representatives to WG1 and participants made suggestions regarding database intent, structure, and attributes.

Databases, Factual↗
PubMed1993

Supporting patient centered computing through an undergraduate nursing informatics curriculum stage III.

The patient has been one of the focal points of the process followed to design, implement, and evaluate an integrated informatics curriculum in a baccalaureate nursing program. This paper describes the third stage of a process to design the informatics nursing courses. A challenge is to structure the nursing informatics curriculum so as to enhance the patient care process. A number of strategies were used to focus the curriculum, students, and faculty around the patient. The basic components of the framework are information, technology, and clinical care process. The clinical care process which emphasizes the patient is an inherent part of the conceptual framework in all aspects of the curriculum. Therefore the faculty has ensured a blend of information, technology, and the clinical care process throughout the curriculum.

Computer Literacy↗
PubMed1995

Medical informatics academia and industry: a symbiotic relationship that may assure survival of both through health care reform.

There are often clear lines drawn identifying the demilitarized zone between medical informatics academics and industry. Academics were "pure" intellectuals sequestered in ivory towers that effectively shielded them from the realities of the world. Industry has historically focused on creating effective products that produce financial return to the corporation. Both the paradigms of academia and industry are quickly becoming dinosaurs in the era of health care reform where both medical informatics academia and industry are under increasing pressure to develop and prove that medical informatics has a positive impact on health care both in terms of the quality of care as well as cost. Unfortunately, neither academia or industry alone are going to be able to successfully complete this task. The purpose of this paper is to describe such a collaborative effort that has produced a computerized decision support system for the management of mechanical ventilation in patients with the Adult Respiratory Distress Syndrome (ARDS) that is now installed and supported on three different commercial CIS platforms. This collaborative effort has allowed us to successfully mount a large multi-center clinical trial designed to determine efficacy.

Clinical Protocols↗
PubMed1995

Recognizing nursing informatics.

In our climate of economic uncertainty, readily accessible and reliable information is essential for cost effective decision making and forward planning in an efficient and effective manner. Information systems are widely used in the business industries to achieve the above. The state hospitals in South Africa have also realized the need for functional information systems. Where does this leave the division of nursing? This division usually comprises at least one third of the hospital establishment with very specific and often complex needs. The nurse managers at all levels have to plan, predict, forecast, monitor, and control in a similar manner to the business industries. What makes their decisions more critical is that they are dealing with human lives. A nursing informatics section with specially trained nurses will have to become an integral part of nursing, to enable nursing to keep abreast of the increasing demand for accurate and timely information for effective decision making. This paper will evaluate the importance of recognizing the need for an informatics section to evolve within the division of nursing, rather than within the general department of medical informatics.

Attitude to Computers↗