Health Level Seven (HL7) and AMIA (American Medical Informatics Association) update. A review of issues and activities of HL7 and AMIA.
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Accreditation↗
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Results for “Medical Informatics Computing”
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
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Evaluation as a tool to increase knowledge in healthcare informatics.
The evaluation of information systems is an important topic in Clinical Informatics. It is argued that past evaluations have not been particularly informative in progressing the effective use of IT in healthcare due to their narrow focus. The different roles of evaluation in Clinical Informatics are examined, and the breadth and diversity of the available methodological tool kit highlighted. The aim is to stimulate a greater awareness of the roles and methods of evaluation. Challenges in evaluation which face the Clinical Informatics community are discussed and finally some comments made concerning the way in which evaluation might be made more effective in order to improve our knowledge of how to deliver useful systems into healthcare.
Computer Systems↗
Medical informatics in postgraduate training: a way to improve office-based practitioner information management.
Medical informatics has the potential to revolutionize patient care by providing every physician with rapid, easy access to the entire medical knowledge base. However, many changes are needed in the way systems are designed and physicians are trained before this potential can be realized. It is the shared responsibility of the medical informatics community, professional societies, academic organizations, and practitioners to accept the challenge of turning the power and promise of modern computer technology into useful tools for the care of patients.
Ambulatory Care Information Systems↗
[JSCP Technical Committee on Laboratory Informatics; its 10th anniversary and future perspective].
The Technical Committee on Laboratory Informatics of the Japan Society of Clinical Pathology (JSCP) was established in 1988 by the late Professor Takaoki Miyati, Department of Clinical Laboratory Medicine, Yamaguchi University School of Medicine at the 35th JSCP Annual Meeting. Since then, the chairpersons have been succeeded by Prof. Nobuyoshi Matsuda (Kawasaki Medical University) and currently Prof. Masayuki Kambe (Hiroshima University School of Medicine). Open committee meetings have been held twice a year; the one during the JSCP Annual Meeting and the other independently in Spring. There have been many important subjects discussed at the past 20 meetings, including optical card utilization, laboratory information system, quality assurance in clinical laboratory, laboratory data base, outputs and presentations of laboratory results, reference values and intervals, medical support and expert systems for laboratory results, practice guidelines in laboratory medicine, laboratory support systems for medical education and research, and medical consultation in clinical laboratory. Roles of laboratory informatics will increase steadily in the circumstances of computer-multimedia networks.
Clinical Laboratory Information Systems↗
Digital image processing.
Digital image processing is now commonplace in radiology, nuclear medicine and sonography. This article outlines underlying principles and concepts of digital image processing. After completing this article, readers should be able to: List the limitations of film-based imaging. Identify major components of a digital imaging system. Describe the history and application areas of digital image processing. Discuss image representation and the fundamentals of digital image processing. Outline digital image processing techniques and processing operations used in selected imaging modalities. Explain the basic concepts and visualization tools used in 3-D and virtual reality imaging. Recognize medical imaging informatics as a new area of specialization for radiologic technologists.
Algorithms↗
Education and training in health informatics.
In this contribution the AIM Concerted Action Education and Training in Health Informatics (EDUCTRA) is discussed. The activities of the Concerted Action and the results of a survey conducted in 1993 concerning the state-of-the-art of education and training in health informatics in healthcare are presented.
Computer User Training↗
Bioinformatics and medical informatics: collaborations on the road to genomic medicine?
In this report, the authors compare and contrast medical informatics (MI) and bioinformatics (BI) and provide a viewpoint on their complementarities and potential for collaboration in various subfields. The authors compare MI and BI along several dimensions, including: (1) historical development of the disciplines, (2) their scientific foundations, (3) data quality and analysis, (4) integration of knowledge and databases, (5) informatics tools to support practice, (6) informatics methods to support research (signal processing, imaging and vision, and computational modeling, (7) professional and patient continuing education, and (8) education and training. It is pointed out that, while the two disciplines differ in their histories, scientific foundations, and methodologic approaches to research in various areas, they nevertheless share methods and tools, which provides a basis for exchange of experience in their different applications. MI expertise in developing health care applications and the strength of BI in biological "discovery science" complement each other well. The new field of biomedical informatics (BMI) holds great promise for developing informatics methods that will be crucial in the development of genomic medicine. The future of BMI will be influenced strongly by whether significant advances in clinical practice and biomedical research come about from separate efforts in MI and BI, or from emerging, hybrid informatics subdisciplines at their interface.
Biomedical Research↗
Informatics competencies for nurse practitioners.
Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Thus, it is vital that informatics competencies be defined for nursing and incorporated into both curricula and practice. Staggers, Gassert, and Curran have defined informatics competencies for four general levels of nursing practice. However, informatics competencies by role (eg, those specific for advanced practice nursing) have not been defined and validated. This article presents an initial proposed list of informatics competencies essential for nurse practitioner education and practice. To this list, derived from the work of Staggers et al., 1 has been added informatics competencies related to evidence-based practice. Two nurse informaticists and six nurse practitioners, who are program directors, were involved in the development of the proposed competencies. The next step will be to validate these competencies via research.
Clinical Competence↗
Adaptive user interface customization through browsing knowledge capitalization.
Hypermedia data browsing is a mean for improving information access. However, the overload and the heterogeneity of medical information, as well as the multitude of possible navigational paths, turn the consultation of data into a difficult task. We present in this paper a solution for the development of adaptive user interfaces in a hypermedia data browsing environment. It is based on the capitalization of the users knowledge in the decision-making process, expressed in terms of navigational paths and of data presentation modes that are customized to the user's preferences and practice. This capitalization offers the user a way to automatically store and reuse the experience accumulated in browsing through patient records. We illustrate our approach with the implementation of HEMA, a clinical workstation prototype that we have specialized for the cardiology domain.
Artificial Intelligence↗
An enhanced healthcare platform via e-medicine.
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Computer Communication Networks↗
An integrated informatics curriculum in a baccalaureate nursing program.
As health care requirements change, nurses will not only have to process and communicate more information, but the nature and types of this information will dramatically change as well. It is imperative that nurses understand the potential information technologies offer to assist the nurse in this expanded role. This paper describes an innovative endeavor to incorporate information technology with its undergraduate nursing program. The challenge was to design a program that would help develop the students' skills to critically appraise their information needs and conceptually evaluate the utility of gathering information in providing patient care. After completing the first nursing informatics course, there was an increase in the students' perception and understanding of the uses of information technology to support the nursing process in providing patient care.
Attitude to Computers↗
Does national regulatory mandate of provider order entry portend greater benefit than risk for health care delivery? The 2001 ACMI debate. The American College of Medical Informatics.
The 2001 debate of the American College of Medical Informatics focused on the proposition that national regulatory mandate of computer-based provider order entry (CPOE), to take effect by the end of 2005, portends greater benefit than risk for health care delivery. Both sides accepted that provider order entry offers potential benefit. Those supporting the proposition emphasized public safety, noting that payers have little economic incentive to pay for quality and that a mandate would force vendors to improve the usability and value of their systems. They argued that the mandate would align the economic incentives to finally allow CPOE to be widely adopted. Those opposing the proposition emphasized the risks resulting from a mandate, including the direct implementation costs, the logistic issues of implementation, and the cost of failed implementations. They also noted the potential for errors introduced by the systems themselves and the fact that the safety and utility of commercially available CPOE products have yet to be proved.
Delivery of Health Care↗
[The overview of robot surgery].
Surgical operations have developed in the method which skillful surgeon's hands and eyes are used. However, to realize a new surgical therapy in the 21st century, it is necessary to use various advanced technologies; surgical robots, three dimensional medical images, computer graphics, computer simulation technology and others. Three dimensional medical image for surgical operation provides surgeons with advanced vision. Surgical robots provide surgeons with advanced hand, but it is not a machine to do the same action of a surgeon using scissors or a scalpel. The advanced vision and hands available to surgeons are creating new surgical fields which are minimally invasive surgery, non-invasive surgery, virtual reality micro-surgery, tele-surgery, fetus surgery, neuro-informatics surgery and others in the 21st century.
Computer Graphics↗
Disseminating quality care for upper gastrointestinal cancer.
This presentation discusses the problem involved in providing quality care for patients with Upper GI Cancer throughout a healthcare delivery system. It is argued that appropriate telecommunications technology exists for widespread dissemination of "best clinical practice", but that it cannot be used effectively at present because of some limiting factors. These include lack of precisely defined aims concerning use of technology, lack of interactive quality control, and insufficient involvement of end-users. Upper gastrointestinal cancer is selected as a model for discussion-since there is wide discrepancy between outcome of therapy in early and late cases, there is evidence that early diagnosis is possible-and there is substantial evidence that it does not take place widely in practice. Prospects for the future (with special reference to the 4th Framework) are discussed. It is argued that considerable opportunities exist. Future work should build on existing experience in informatics (eg. the "Telegastro" program) and in clinical practice (e.g. the Leeds "outreach" programmes) for (a) widespread dissemination of effective "best" clinical practice; and (b) continuing medical education.
Computer Communication Networks↗
Health informatics for improving the Dutch healthcare system.
Some recent developments around the organisation of ICT applications in healthcare in the Netherlands are discussed, in relation with the installation of a new National ICT Institute for Healthcare (NICTIZ). Some examples are given, especially from the field of Quality Assurance and Information Security.
Computer Security↗
Long-term retention of knowledge after a distance course in medical informatics at Charles University Prague.
BACKGROUND: Distance education is instructional delivery that does not constrain the student to be physically present in the same location as the instructor. The electronic distance learning called e-learning has evolved with the development of computer technologies and electronic communication. PURPOSE: Before setting the distance way of teaching as a standard part of medical schools' curricula, the impact of number of factors on the effectiveness of this way of teaching should be considered. METHODS: A group of 38 students went through a distance course of medical informatics. The course consisted of 10 lessons. At the end of the course the students sat for a final test that contained 60 multiple-choice test questions. There was always one correct answer. Time limit for test completion was 60 minutes. After 12 months, 31 students from the original group sat for the same test. The topics of the course were not repeated in the meantime. The students were not aware that their knowledge would be tested after 1 year. RESULTS: The average retention of knowledge expressed as a percentage of the students' performance in the first test was 66.8%. The knowledge retention correlated significantly with the statement "I liked the online course more than the classroom course" and positively with the number of hours spent with the computer weekly. CONCLUSIONS: Retention of knowledge after the electronic distance course after 12 months is close to 67%. Other results indicate that we can expect better retention of knowledge from independent, responsible, and positively motivated students who can easily operate information technologies.
Computer-Assisted Instruction↗
Health informatics.
This article addresses health informatics and some of the technology advancements and issues facing health care organizations today. As the ability to communicate and share data with other institutions is rapidly advancing, so is the need for industry coding standardization and data protection.
Computer Communication Networks↗
New approaches to shock and trauma research: learning from multidisciplinary exchange.
BACKGROUND: Our understanding of the complex network of pathophysiology after multiple injury is limited. It is proposed to overcome the limitations of the traditional linear reductionism approach by merging the expertise of biology and medicine with other disciplines such as mathematics, physics and computer science. METHODS: We organized a two-days-workshop, where surgeons and surgical scientists explained the problem from the medical (pathophysiological) perspective to a well selected group of German applied mathematicians and computer scientists. Vice versa they presented and discussed their approaches to complex system analysis. RESULTS AND CONCLUSIONS: Physicians found it difficult to develop questions and concepts that go beyond the classic mechanistic thinking. Well formulated questions are the most important prerequisites for successful application of mathematical tools. The possibilities and borders of Artificial Neural Networks (ANN), Hidden Markow Models (HMM), Agent Based Models (ABM), differential equations for problem solving were discussed. There is no master model for all aspects of pathophysiology, however, application of the models to specific problems is mandatory. CONCLUSIONS: Future breakthroughs can only be expected if we overcome language problems between disciplines. This cross talk was considered by all participants as a most important step.
Communication↗