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

Schwartz, Brian

doi:10.1080/02763869.2011.540216

Cited by 5 publications

(15 citation statements)

References 3 publications

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“…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%

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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: Digital Health Courses' Scope Students and Settingsmentioning

confidence: 99%

Section: Course Structure and Contentmentioning

confidence: 99%

Section: Course Structure and Contentmentioning

confidence: 99%

See 1 more Smart Citation

Digital Health Training Programs for Medical Students: Scoping Review

Car¹,

Kyaw²,

Panday³

et al. 2021

JMIR Med Educ

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“…The introduction of a medical informatics course into a medical school curriculum [27] Learners / learning need Required course for first year osteopathy students How to access and evaluate information that is required to resolve a clinical situation needs to be taught at a university level rather than clinicians entering the workplace and then learning the skills. Competencies / outcomes Answer basic questions about information, information systems and the role of information literacy and informatics in health care Design and deliver an informed presentation of a clinical case Develop effective search strategies and apply them to selected databases Evaluate and synthesise information retrieved in a search Recognise the need for case-specific information and articulate a well-formed question Content…”

Section: Complementary Medicine (Usa)mentioning

confidence: 99%

Educating Future Clinicians about Clinical Informatics: A Review of Implementation and Evaluation Cases

Gray¹,

Dattakumar²,

Maeder³

et al. 2011

ejbi

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There is growing consensus that future health professionals need specific learning activities in their entry level training that build their clinical informatics competency. This study aims to give insights into how clinical informatics education has worked in the past, and to suggest future directions for delivering ongoing curriculum reform in this important aspect of health professional education. The literature of the past decade on implementation and evaluation of clinical informatics education for future health professionals was reviewed, including accounts from medicine, nursing, dentistry, allied health, complementary therapies and interprofessional education. Selected papers were analysed for information about the intended competencies or learning outcomes; the content covered; the relationship of the curriculum to standards and accreditation; the teaching methods and modes of delivery; assessment of student learning; and evaluation of educational quality. It appears that the literature needs to give further attention to the pedagogy of clinical informatics education, starting from what is considered educational good practice in other areas of knowledge and skill in the health professions. A clear rationale for teaching clinical informatics and a detailed list of desired competencies are an important start but do not, on their own, explain how to achieve effective learning experiences or intended educational outcomes.

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“…One recent paper states that the MI as 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" [8].…”

Section: Introductionmentioning

confidence: 99%

Medical Informatics Meets Medical Education: the Croatian Experience

Kern¹,

Fišter²

2011

ejbi

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Objectives: The purpose of this paper is to describe the medical informatics program and training at the University of Zagreb, School of Medicine (Croatia). Methods: We reviewed the medical informatics program, training and research for medical students at the integrated pre-graduate and graduate level, as well as at the postgraduate education and research level. Results: We present three approaches to teaching and training medical students in medical informatics at the integrated pre-graduate and graduate level. These are (1) Basics of medical informatics taught early in the medical curriculum, (2) Medical informatics which uses students' clinical knowledge and is taught towards the end of the medical curriculum, and (3) individualized research programs. Both Basics of medical informatics and Medical informatics are courses tailored in line with the IMIA Recommendations on Medical Informatics Education for IT users, and adjusted to students' attitudes to medical informatics issues and the position of the courses in the medical curriculum.Postgraduate studies, as the higher level of education at the School of Medicine, also include several mostly elective medical informatics courses dealing with general medical informatics methodology and health information system management in both clinical medicine and public health. Included are also simulation modeling, methods of machine learning and knowledge discovery in medical domains, as well as medical statistics and methods oriented towards free textual data analysis. The postgraduate level includes in addition telemedicine, electrophysiological methods in research, and evidence based medicine. Conclusions: Medical students are starting to recognize the role of information in their future profession. They require medical informatics applications to support their professional work with patients, as well as their research. In particular they express interest in machine learning, simulation modeling, medical decision making, data security, e-learning, and evaluation of ICT based medical applications.

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

Cited by 5 publications

References 3 publications

Digital Health Training Programs for Medical Students: Scoping Review

Digital Health Training Programs for Medical Students: Scoping Review

Educating Future Clinicians about Clinical Informatics: A Review of Implementation and Evaluation Cases

Medical Informatics Meets Medical Education: the Croatian Experience

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