An overview of medical informatics education in China

Hu, Dehua; Sun, Zhenling; Hou-qing, LI

doi:10.1016/j.ijmedinf.2012.04.011

Cited by 15 publications

(12 citation statements)

References 16 publications

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“…In China, almost all of the medical schools are funded by the government. After graduation, medical students need to choose specialties and find jobs by themselves [19,20]. All medical students enroll directly from high school; the average medical student is younger than individuals in medical schools in North America.…”

Section: Discussionmentioning

confidence: 99%

Attitudes Toward Psychiatry as a Prospective Career among Medical Students in Their Pre-Clinical Year in China- A Pilot Study

et al. 2013

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ObjectiveTo understand the attitudes among medical students in China toward different medical specialties and to find the factors that influenced their choice of career in psychiatry.MethodsA questionnaire was developed and administered to 287 medical students at the Xiangya Medical College, Central South University in Changsha, China. All the students were asked to rate the importance of five possible factors in choosing a specialty as a vocation: the ability to help patients, interesting and challenging work, lifestyle factors, financial reward, and prestige.ResultsStudents reported negative perceptions of psychiatry in regard to all five possible factors that were important in choosing a specialty as a vocation, especially in financial reward and prestige.ConclusionsMedical students in China have negative attitudes toward psychiatry as a career. Some negative beliefs about psychiatry seem to be due to erroneous or insufficient knowledge that could be corrected during the course of medical education. Some negative attitudes were unlikely to be completely changed until the mental health system in China improves.

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Section: Discussionmentioning

confidence: 99%

Attitudes Toward Psychiatry as a Prospective Career among Medical Students in Their Pre-Clinical Year in China- A Pilot Study

et al. 2013

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“…The assessed health informatics competencies in each curriculum were 23 competencies under 3 domain areas of health informatics competencies as stipulated in the existing international recommendations in health informatics/ medical informatics education by the IMIA (Herbert et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…In order to enhance their practices through better use of information resources, healthcare professionals are often asked to use information technologies of which they have limited appreciation. However, for systematically processing data, information and knowledge in medicine and in healthcare, health care professionals who are well-trained in health informatics are needed (Mantas et al, 2010).This will only be through improved education of healthcare professionals and through an increase in the number of well-trained workers in health informatics, that this lack of knowledge and associated skills can begin to be reversed (Hu, Sun, & Li, 2013).…”

Section: Introductionmentioning

confidence: 99%

Assessment of health informatics competencies in undergraduate training of healthcare professionals in Rwanda

Nishimwe¹,

Mbarushimana²,

Ngenzi³

et al. 2016

RWJour

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Introduction: Effective and appropriate use of information and communication technologies is an essential competency for all healthcare professionals. To achieve this goal, healthcare professionals should receive the requisite health informatics training during basic and advanced educational programs. This study assessed health informatics competencies in existing curricula of the University of Rwanda for undergraduate training of healthcare professionals in Rwanda. Healthcare professionals often lack knowledge of systematically processing data and information, which affects the decisionmaking process. As health information technologies increasingly become part of the health care environment, the need to train healthcare professionals with health informatics competencies is growing. Methods: A descriptive crosssectional study with a review of document approach was conducted. Using a census method we assessed the availability of health informatics competencies in existing curricula for undergraduate training of healthcare professionals in Rwanda. Results: There is a low presence of health informatics competencies in the studied curricula with only 11 out of 23 competencies (47.8%) having a score of presence greater than 50%. Conclusion: To bridge the gap we propose that more health informatics competencies be included in all undergraduate health professions' curricula. Furthermore, the establishment of continuous on-the-job training in health informatics for those who are already practicing is also essential.

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“…Two papers reported about surveys on BMHI programs, one for China [27], and one for the USA [33]. As far as we could see, all degree programs considered were, once again, dedicated programs.…”

Section: Recommendations On Implementations Of and Experiences Withmentioning

confidence: 96%

“…From the remaining 15 relevant papers 8 of them referred to and cited either these recommendations [25–27, 29, 33–35] or its first version [31]. Although not explicitly raised there, the recommendations report on both approaches.…”

Section: Recommendations On Implementations Of and Experiences Withmentioning

confidence: 99%

Should Degree Programs in Biomedical and Health Informatics be Dedicated or Integrated?

et al. 2017

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Education in biomedical and health informatics (BMHI) has been established in many countries throughout the world. For degree programs in BMHI we can distinguish between those that are completely stand-alone or dedicated to the discipline vs. those that are integrated within another program. After running integrated degree medical informatics programs at TU Braunschweig for 10 years at the B.Sc. and for 15 years at the M.Sc level, we (1) report about this educational approach, (2) analyze recommendations on, implementations of, and experiences with degree educational programs in BMHI worldwide, (3) summarize our lessons learned with the integrated approach at TU Braunschweig, and (4) suggest an answer to the question, whether degree programs in biomedical and health informatics should be dedicated or integrated. According to our experience at TU Braunschweig and based on our analysis of publications, there is a clear dominance of dedicated degree programs in BMHI. The specialization in medical informatics within a computer science program, as offered at TU Braunschweig, may be a good way of implementing an integrated, informatics-based approach to medical informatics, in particular if a dual degree option can be chosen. The option of curricula leading to double degrees, i.e. in this case to two separate degrees in computer science and in medical informatics might, however, be a better solution.

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An overview of medical informatics education in China

Cited by 15 publications

References 16 publications

Attitudes Toward Psychiatry as a Prospective Career among Medical Students in Their Pre-Clinical Year in China- A Pilot Study

Attitudes Toward Psychiatry as a Prospective Career among Medical Students in Their Pre-Clinical Year in China- A Pilot Study

Assessment of health informatics competencies in undergraduate training of healthcare professionals in Rwanda

Should Degree Programs in Biomedical and Health Informatics be Dedicated or Integrated?

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