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ObjectivesInformation and communication technology (ICT) tools are increasingly important for clinical care, research, data management, international collaborations, and dissemination. Many technologies would be particularly useful for healthcare workers in resource-limited settings; however, these individuals are the least likely to utilize ICT tools, in part because they lack knowledge and skills necessary to use them. Our program aimed to train researchers in low-resource settings on using ICT tools.MethodsWe conducted a tiered, blended learning program for researchers in Kenya on three areas of ICT: geographic information systems, data management, and communication tools. Tiers included didactic online courses for 100-300 students for each topic, skills workshops for 30 students, and mentored projects for 10. Concurrently, a training of trainers course comprised of an online course and a skills workshop to ensure sustainable ongoing training.ResultsCourse ratings were high, particularly when participants engaged in hands-on skill building activities. Teaching that incorporated local examples was most valuable. Discussion boards were sometimes distracting, depending on multiple factors. Mentored projects were most useful when there were clear expectations, pre-existing projects or data, and clear timelines.DiscussionTraining in the use of ICT tools is essential to improve their use among researchers in low-income settings. However, very few training courses have been described. Our students demonstrated acquisition of new skills and felt these skills to be valuable in their workplaces.ConclusionsFurther and ongoing training in ICT skills should be considered in other low-resource settings, and could use our program as a foundational model.

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The increasing use of Electronic Health Records (EHRs) in healthcare delivery settings has led to increase availability of electronic clinical data. They generate a lot of patients’ clinical data each day, requiring physicians to review them to find clinically relevant information of different patients during care episodes. The availability of electronically collected healthcare data has created the need of computational tools to analyze them. One of the types of data which doctors have access to is clinical notes that resides in electronic health records. These notes are useful as they provide comprehensive information about patients’ health histories with many practical uses. For example, doctors always review these notes during care episodes to appraise themselves about the health history of a patient. These reviews are currently manual where a doctor reads a patient’s chart while looking for specific clinical information. Without the proper support, this manual process leads to information overload and increases physician cognitive workload. Current electronic health records (EHRs) do not provide support to help physicians reduce cognitive workload when completing clinical tasks. This is especially true for long clinical documents which require quick review at the point of care. The growing amount of clinical documentation available in EHRs has arose the need of tools that support synthesize of information in EHRs. The use of visual analytics to explore healthcare data is one such research direction to address this problem. However, existing visualization techniques are mainly based on structured electronic health record and rarely support therapeutic activities. Therefore, visualization of unstructured clinical records to support clinical practice is required. In this paper we propose a unique approach for graphically representing and visualizing the semantic structure of a clinical text document to aid doctors in reviewing electronic clinical notes. A user evaluation demonstrates that the proposed method for visualizing and navigating a document’s semantic structure facilitates a user’s document information exploration.

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