Assessment of the Integration of AAMC Medical Informatics Objectives into the Medical School Curriculum

Seago, Brenda Lynn; Gyore, Rachel; Williams, Susan G.

doi:10.1300/j115v26n02_01

Cited by 5 publications

(10 citation statements)

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“…Most of the studies (22/34, 65%) were published between 2010 and 2019 and were uncontrolled before-and-after studies (24/34, 71%). Other study designs reported in the included studies were case studies (5/34, 15%) [4,[36][37][38][39], controlled before-and-after studies (4/34, 12%) [19,[40][41][42], and a quasi-RCT (1/34, 3%) [43].…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Of the 34 included studies, 17 (50%) focused on medical informatics [4,18,37,39,40,[42][43][44][45][46][47][48][49][50][51][52][53], 8 (24%) on EHR skills [3,19,41,[54][55][56][57][58], 3 (9%) on computer literacy [59][60][61], 3 (9%) on telemedicine [36,62,63], 2 (6%) on basic programming [38,64], and 1 (3%) on mobile health (mHealth) [65]. Most of the studies (20/34, 59%) were conducted in the United States [3,18,19,39,41,[44][45][46][47][51][52][53][54][55][56][57]…”

Section: Digital Health Courses' Scope Students and Settingsmentioning

confidence: 99%

“…Most of the digital health courses (24/34, 71%) were integrated into existing courses [3,4,18,19,37,[39][40][41][42][43][44][46][47][48][49][51][52][53][54][55][56]58,59,65], and only a few courses were reported as stand-alone courses (7/34, 21%) [36,38,45,57,[61][62][63]. Similarly, most of the digital health courses were provided as elective (18/34, 53%) [3,18,36,37,39,42,45,[48][49][50][51][52]55,59,60,62,63,65], and only a few courses were provided as mandatory courses (7/34, 21%) …”

Section: Course Structure and Contentmentioning

confidence: 99%

“…The included studies evaluating medical informatics courses (17/34, 50%) focused on different areas of medical informatics, such as the use of a clinical decision support system, data privacy and security, medical image processing, biosignal analysis, basics of electronic medical records, patient management systems, basics of IT in medicine, community health information tracking systems, data management (eg, data storage and retrieval), information literacy (eg, formulating clinical questions, searching online bibliographic databases, and searching evidence-based resources), and communication technology [4,18,37,39,40,[42][43][44][45][46][47][48][49][50][51][52][53]. The duration of the medical informatics courses ranged from a minimum of 1 session lasting 3.5 hours [44] to regular training over 3 years [39] (Multimedia Appendix 4 [3,4,18,19,).…”

Section: Course Structure and Contentmentioning

confidence: 99%

“…Of the 34 digital health courses, 11 (32%) used paper-based assessments [3,4,18,38,[41][42][43]47,52,64,65], 10 (29%) used online assessments [44][45][46]50,51,54,57,58,60,62], 3 (9%) used in-person observations [18,56,63], and 6 (18%) used both paperand online assessment methods [36,53,56,59,61,63]. The remaining courses (7/34, 21%) did not assess student outcomes; thus, no assessment methods were reported [19,37,39,40,48,49,55].…”

Section: Assessment and Evaluation Of The Digital Health Coursesmentioning

confidence: 99%

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Digital Health Training Programs for Medical Students: Scoping Review

Car¹,

Kyaw²,

Panday³

et al. 2021

JMIR Med Educ

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Background Medical schools worldwide are accelerating the introduction of digital health courses into their curricula. The COVID-19 pandemic has contributed to this swift and widespread transition to digital health and education. However, the need for digital health competencies goes beyond the COVID-19 pandemic because they are becoming essential for the delivery of effective, efficient, and safe care. Objective This review aims to collate and analyze studies evaluating digital health education for medical students to inform the development of future courses and identify areas where curricula may need to be strengthened. Methods We carried out a scoping review by following the guidance of the Joanna Briggs Institute, and the results were reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. We searched 6 major bibliographic databases and gray literature sources for articles published between January 2000 and November 2019. Two authors independently screened the retrieved citations and extracted the data from the included studies. Discrepancies were resolved by consensus discussions between the authors. The findings were analyzed using thematic analysis and presented narratively. Results A total of 34 studies focusing on different digital courses were included in this review. Most of the studies (22/34, 65%) were published between 2010 and 2019 and originated in the United States (20/34, 59%). The reported digital health courses were mostly elective (20/34, 59%), were integrated into the existing curriculum (24/34, 71%), and focused mainly on medical informatics (17/34, 50%). Most of the courses targeted medical students from the first to third year (17/34, 50%), and the duration of the courses ranged from 1 hour to 3 academic years. Most of the studies (22/34, 65%) reported the use of blended education. A few of the studies (6/34, 18%) delivered courses entirely digitally by using online modules, offline learning, massive open online courses, and virtual patient simulations. The reported courses used various assessment approaches such as paper-based assessments, in-person observations, and online assessments. Most of the studies (30/34, 88%) evaluated courses mostly by using an uncontrolled before-and-after design and generally reported improvements in students’ learning outcomes. Conclusions Digital health courses reported in literature are mostly elective, focus on a single area of digital health, and lack robust evaluation. They have diverse delivery, development, and assessment approaches. There is an urgent need for high-quality studies that evaluate digital health education.

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Section: Study Characteristicsmentioning

confidence: 99%

Section: Digital Health Courses' Scope Students and Settingsmentioning

confidence: 99%

Section: Course Structure and Contentmentioning

confidence: 99%

Section: Course Structure and Contentmentioning

confidence: 99%

Section: Assessment and Evaluation Of The Digital Health Coursesmentioning

confidence: 99%

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Digital Health Training Programs for Medical Students: Scoping Review

Car¹,

Kyaw²,

Panday³

et al. 2021

JMIR Med Educ

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Thinking Outside the Classroom: Providing Student-centered Informatics Instruction to First- and Second-year Medical Students

Shurtz

2009

Medical Reference Services Quarterly

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With the increasing amount of health information available, the Association of American Medical Colleges recommends that medical students be proficient in information management. Librarians can and should play a role in teaching students these skills. Medical information management instruction is most effective if integrated into the curriculum. However, if options are limited for librarians to teach within courses, there are ways to reach students outside the classroom. This article describes strategies librarians are implementing, outside the curriculum, to teach Texas A & M Health Science Center's first- and second-year medical students how to use library resources.

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The Introduction of a Medical Informatics Course into a Medical School Curriculum

Schwartz

2011

Medical Reference Services Quarterly

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Fulfilling the need for a course in medical informatics to be taught to medical students requires an effort on the part of the teaching faculty and administration. Creators of the curriculum must take into account contemporary pedagogical trends and the direction of medical education. Producing a course of study requires a firm conviction that practicing medicine in the 21st century demands currency, accuracy, and literacy with the available information sources.

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Assessment of the Integration of AAMC Medical Informatics Objectives into the Medical School Curriculum

Cited by 5 publications

References 0 publications

Digital Health Training Programs for Medical Students: Scoping Review

Digital Health Training Programs for Medical Students: Scoping Review

Thinking Outside the Classroom: Providing Student-centered Informatics Instruction to First- and Second-year Medical Students

The Introduction of a Medical Informatics Course into a Medical School Curriculum

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