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PubMed2001

Student-centered distance learning in health and medical informatics.

Learning and teaching of health and medical Informatics is currently supported by web based material, which in the main has been derived from traditional texts. Aided by contributions from the expert community, the web site of the handbook of Medical Informatics has been developed to incorporate increased interactivity (with question and answers related to each section). This approach has proved beneficial to both student and teacher. To further increase the interactivity of the WWW we investigate the suitability of authoring tools for developing complex simulations and interactive tutorials, using an example from the area of quantitative decision support (Bayes Theorem). We propose that these tools provide a suitable platform for the preparation and delivery of collaboratively produced HMI courses, which address open and distance learning and pedagogic issues.

Bayes Theorem↗
PubMed1989

Education in medical informatics in The Netherlands: a nationwide policy and the Erasmus curriculum.

The curricula of all Medical Faculties still bear the characteristics of an era in which the physician was not educated in managing medical information systems, using communication networks, and processing knowledge. In attempting to formulate the prerequisites for developing and adjusting future curricula, we discuss the evolution of medical information technology during the past 25 years and give examples to illustrate that, by extrapolating current trends, future developments in information technology, medicine and education can be predicted. A plea is made for a strong interaction between scientific developments in medical informatics and academic education. In addition, a model based on our experience in medical informatics education of over 15 years, is pointed out. Furthermore, a nationwide policy on medical informatics in The Netherlands, is discussed. Our treatise is concluded by presenting the outline of the curriculum in medical informatics at the Erasmus University in Rotterdam. Educational recommendations conclude the paper.

Computers↗
PubMed2002

Medical informatics as a discipline at the beginning of the 21st century.

OBJECTIVES: To analyse the present situation of the discipline medical informatics and to propose actions for change. METHODS: Evaluation of the current situation mainly based on anecdotal evidence. RESULTS: The difference between the scientific and the engineering aspects of medical informatics get blurred. Because of the requirements of European funding medical informatics focuses more on engineering than on science. Too many manuscripts are submitted that describe engineered artefacts without a scientific purpose. Some of the subjects (like security issues) that are studied in medical informatics are not considered important by medical faculties thus impeding support. CONCLUSIONS: The methodological underpinnings of our research should be strengthened, impact studies should be more frequently performed; the quality of results reporting should be increased.

Forecasting↗
PubMed1996

Medical informatics, artefacts or science?

Successful and productive medical informatics research is evidently a combination of luck, creative art, and science, but some researchers focus too much on building computer artefacts and writing anecdotal reports of their experience. They need to adopt a less technology-fixated approach, be willing to evaluate their systems and publish failures as well as successes, and attempt to generalise their results as hypotheses for others to test. It does appear that medical informatics is a distinct discipline, and one based on scientific principles, but it is less clear whether these principles originate within the discipline or elsewhere. If elsewhere, it is usually unclear whether their validity has been tested with the atypical information, decisions and context that medicine represents. This article has presented some criteria for judging such scientific principles, and described a process which would lead to such principles, if they exist, being uncovered more rapidly. If our discipline is to thrive and take root in firm ground, such activities need to be taken seriously by all, otherwise we could end up building edifices on sand.

Delivery of Health Care↗
PubMed2005

Participant perceptions of the influences of the NLM-sponsored Woods Hole medical informatics course.

This report provides an evaluation of the National Library of Medicine-sponsored Woods Hole Medical Informatics (WHMI) course and the extent to which the objectives of the program are achieved. Two studies were conducted to examine the participants' perceptions of both the short-term (spring 2002) and the long-term influences (1993 through 2002) on knowledge, skills, and behavior. Data were collected through the use of questionnaires, semistructured telephone interviews, and participant observation methods to provide both quantitative and qualitative assessment. The participants of the spring 2002 course considered the course to be an excellent opportunity to increase their knowledge and understanding of the field of medical informatics as well as to meet and interact with other professionals in the field to establish future collaborations. Past participants remained highly satisfied with their experience at Woods Hole and its influence on their professional careers and their involvement in a broad range of activities related to medical informatics. This group considered their knowledge and understanding of medical informatics to be of greater quality, had increased their networking with other professionals, and were more confident and motivated to work in the field. Many of the participants feel and show evidence of becoming effective agents of change in their institutions in the area of medical informatics, which is one of the objectives of the program.

Fellowships and Scholarships↗
PubMed1997

The IMIA WG1 database on health and medical informatics programs and courses: a call for participation.

Working Group 1 on health and medical informatics education of the International Medical Informatics Association (IMIA) has established a WWW site (http:/(/)ix.urz.uni-heidelberg.de/-d16) to provide up-to-date information about its work. The core of the site is an underlying database providing information on health and medical informatics (HMI) programs and courses worldwide. To be able to have a database of high quality and value we encourage all teachers and institutions to submit information about courses and programs on HMI education offered and to set pointers to their own WWW sites. In addition, a mailing list was installed to facilitate communication between all persons interested in HMI education. For subscription a message has to be sent to "listserv@listserv.net". The body of the message should read "SUBSCRIBE IMIA-WG1". Messages to the IMIA WG1 list have to be sent to "imia-wg1@urzinfo.urz.uni-heidelberg.de".

Computer Communication Networks↗
PubMed1998

A vertical curriculum to teach the knowledge, skills, and attitudes of medical informatics.

It is becoming increasingly apparent that medical schools must begin teaching the knowledge, skills and attitudes of information literacy and applied medical informatics as core competencies in undergraduate medical education. The University of Vermont College of Medicine recognized that these core competencies were lacking in its curriculum, and in 1992 it implemented a four year, integrated program to give students the information habits essential to twenty-first century practice. The first graduates of the program are now in residencies and feedback has enabled the College to refine the program to better meet the informatics education needs of the next generation of physicians. The result of these efforts is the Vertical Curriculum in Information Literacy and Applied Medical Informatics; its process of development, the product of the process, and its outcomes are discussed.

Computer Literacy↗
PubMed2000

Medical informatics education for "allied" profiles.

Medical informatics education should be adapted for each speciality of "allied professions". In this paper we try to share from our experience with students of several profiles: medicine, dentistry, pharmacy, physio-kineto-therapy, clinical laboratory, dentistry techniques and stomatological prophylaxis.

Allied Health Personnel↗
PubMed1992

Medical informatics and institutional strategy.

Programs in medical informatics can help academic medical centers make effective use of information technology. But to achieve the greatest strategic benefits from these programs, an institution must forge proper linkage between informatics and its overall effort to deploy computing in research, education and patient care. Here we explore this linkage and the ways in which it can be established and managed.

Education, Medical↗
PubMed2000

A strategic vision for telemedicine and medical informatics in space flight.

This Workshop was designed to assist in the ongoing development and application of telemedicine and medical informatics to support extended space flight. Participants included specialists in telemedicine and medical/health informatics (terrestrial and space) medicine from NASA, federal agencies, academic centers, and research and development institutions located in the United States and several other countries. The participants in the working groups developed vision statements, requirements, approaches, and recommendations pertaining to developing and implementing a strategy pertaining to telemedicine and medical informatics. Although some of the conclusions and recommendations reflect ongoing work at NASA, others provided new insight and direction that may require a reprioritization of current NASA efforts in telemedicine and medical informatics. This, however, was the goal of the Workshop. NASA is seeking other perspectives and views from leading practitioners in the fields of telemedicine and medical informatics to invigorate an essential and high-priority component of the International Space Station and future extended exploration missions. Subsequent workshops will further define and refine the general findings and recommendations achieved here. NASA's ultimate aim is to build a sound telemedicine and medical informatics operational system to provide the best medical care available for astronauts going to Mars and beyond.

Aerospace Medicine↗
PubMed2003

Factors influencing medical informatics examination grade--can biorhythm, astrological sign, seasonal aspect, or bad statistics predict outcome?

AIM: To investigate whether and to what extent various parameters, such as individual characteristics, computer habits, situational factors, and pseudoscientific variables, influence Medical Informatics examination grade, and how inadequate statistical analysis can lead to wrong conclusions. METHODS: The study included a total of 382 second-year undergraduate students at the Rijeka University School of Medicine in the period from 1996/97 to 2000/01 academic year. After passing the Medical Informatics exam, students filled out an anonymous questionnaire about their attitude toward learning medical informatics. They were asked to grade the course organization and curriculum content, and provide their date of birth; sex; study year; high school grades; Medical Informatics examination grade, type, and term; and describe their computer habits. From these data, we determined their zodiac signs and biorhythm. Data were compared by the use of t-test, one-way ANOVA with Tukey's honest significance difference test, and randomized complete block design ANOVA. RESULTS: Out of 21 variables analyzed, only 10 correlated with the average grade. Students taking Medical Informatics examination in the 1998/99 academic year earned lower average grade than any other generation. Significantly higher Medical Informatics exam grade was earned by students who finished a grammar high school; owned and regularly used a computer, Internet, and e-mail (p< or =0.002 for all items); passed an oral exam without taking a written test (p=0.004), or did not repeat the exam (p<0.001). Better high-school students and students with better grades from high-school informatics course also scored significantly better (p=0.032 and p<0.001, respectively). Grade in high-school mathematics, student's sex, and time of year when the examination was taken were not related to the grade, and neither were pseudoscientific parameters, such as student zodiac sign, zodiac sign quality, or biorhythm cycles, except when intentionally inadequate statistics was used for data analysis. CONCLUSION: Medical Informatics examination grades correlated with general learning capacity and computer habits of students, but showed no relation to other investigated parameters, such as examination term or pseudoscientific parameters. Inadequate statistical analysis can always confirm false conclusions.

Astrology↗
PubMed2002

The micro-macro spectrum of medical informatics challenges: from molecular medicine to transforming health care in a globalizing society.

BACKGROUND: Medical informatics has always encompassed a very broad spectrum of techniques for clinical and biomedical research, education and practice. There has been a concomitant variety of depth of specialization, ranging from the routine application of information processing methods to cutting-edge research on fundamental problems of computer-based systems and their relations to cognition and perception in biomedicine. OBJECTIVES: Challenges for the field can be placed in perspective by considering the scale of each--from the highly detailed scientific problems in bioinformatics and emerging molecular medicine to the broad and complex social problems of introducing medical informatics into web-related global settings. METHODS: The scale of an informatics problem is not only determined by the inherent physical space in which it exists, but also by the conceptual complexity that it involves, reinforcing the need to investigate the semantic web within which medical informatics is defined. RESULTS AND CONCLUSION: Bioinformatics, biomedical imaging and language understanding provide examples that anchor research and practice in biomedical informatics at the detailed, scientific end of the spectrum. Traditional concerns of medical informatics in the clinical arena make up the broad mid-range of the spectrum, while novel social interaction models of competition and cooperation will be needed to understand the implications of distributed health information technology for individual and societal change in an increasingly interconnected world.

Databases, Factual↗
PubMed2002

Distributed medical informatics education using internet2.

The curricula of most medical informatics training programs are incomplete. We used Internet2-based videoconferencing to expand the educational opportunities of medical informatics students at Oregon Health & Science University and the University of Pittsburgh. Students and faculty in both programs shared extra-curricular research conferences and journal club meetings. A course in Information Retrieval was made available to students in both programs. The conferences, meetings and class were well accepted by participants. A few problems were experienced with the technology, some of which were resolved, and some non-technical challenges to distributing academic conferences, meetings and coursework were also uncovered. We plan to continue our efforts with expanded course and extra-curricular offerings and a more comprehensive evaluation strategy.

Education, Distance↗
PubMedDate not supplied

Are medical informatics and nursing informatics distinct disciplines? The 1999 ACMI debate.

The 1999 debate of the American College of Medical Informatics focused on the proposition that medical informatics and nursing informatics are distinctive disciplines that require their own core curricula, training programs, and professional identities. Proponents of this position emphasized that informatics training, technology applications, and professional identities are closely tied to the activities of the health professionals they serve and that, as nursing and medicine differ, so do the corresponding efforts in information science and technology. Opponents of the proposition asserted that informatics is built on a re-usable and widely applicable set of methods that are common to all health science disciplines, and that "medical informatics" continues to be a useful name for a composite core discipline that should be studied by all students, regardless of their health profession orientation.

Medical Informatics↗
PubMedDate not supplied

Implementation and evaluation of a medical informatics distance education program.

OBJECTIVE: Given the need for continuing education in medical informatics for mid-career professionals, the authors aimed to implement and evaluate distance learning courses in this area. DESIGN: The authors performed a needs assessment, content and technology planning, implementation, and student evaluation. MEASUREMENTS: The needs assessment and student evaluations were assessed using a combination of Likert scale and free-form questions. RESULTS: The needs assessment indicated much interest in a medical informatics distance learning program, with electronic medical records and outcome research the subject areas of most interest. The courses were implemented by means of streaming audio plus slides for lectures and threaded discussion boards for student interaction. Students were assessed by multiple-choice tests, a term paper, and a take-home final examination. In their course evaluations, student expressed strong satisfaction with the teaching modalities, course content, and system performance. Although not assessed experimentally, the performance of distance learning students was superior to that of on-campus students. CONCLUSION: Medical informatics education can be successfully implemented by means of distance learning technologies, with favorable student satisfaction and demonstrated learning. A graduate certificate program is now being implemented.

Data Collection↗
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↗
PubMed2003

Hypertension and medical informatics.

BACKGROUND: Only about 27% of Americans with hypertension have their disease under control. Hypertension in the African-American population has a higher prevalence (32%) and is less likely to be treated or controlled compared with that in the caucasian population. Hypertension places a significant burden on patients and health care systems. Applications of medical informatics can facilitate the management of hypertension. Examples that illustrate the utility, status, and future potential of medical informatics applications in the treatment of hypertension are presented. METHODS: Relevant studies and review articles were accessed through a PubMed search of the English-language literature and for current Internet-based information for the time period of 1993-2002. Search terms included, but were not limited to, hypertension, medical informatics, medical information science, electronic medical records, Internet, and managed care. RESULTS: There is evidence that medical informatics has a favorable impact on health care issues as it relates to patients and physicians. Although the use of computers to assist in managing hypertension is in its infancy, there are examples where informatics applications have a demonstrated clinical value. CONCLUSIONS: Management of hypertension needs much improvement. The use of computers and the Internet in health care is expanding and expected to have a positive impact on the management of chronic diseases, such as hypertension.

Black People↗
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↗