PubMed · 15675380
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Diane J Skiba. Informatics competencies.. https://pubmed.ncbi.nlm.nih.gov/15675380/
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AIMS: To benchmark North Island rural general practitioner (GP) access to computers and the Internet, both at work and home, and assess whether rural GPs are using the Internet in regard to patient care. METHODS: Cross-sectional postal survey of all North Island rural GPs in mid-2003. RESULTS: 175 of 289 GPs (60.6%) returned useable questionnaires. Most (89.0%) reported computer availability at work when consulting, but even more had access to a computer at home (97.1%, p<0.01). Access to the Internet was also lower at work (68.6%) than at home (98.8%, p<0.01). Fewer GPs (p<0.05) reported ever using the Internet at work in regard to patients (56.5%) than at home (71.9%). Less than 10% of all GPs used the Internet three or more times a week at work (6.9%) or home (8.6%) in regard to patients. Of those with Internet access at work, 27.0% had broadband (fast Internet) access. Predictors of having (versus not having) work Internet access were computer availability in consultations (p=0.04). CONCLUSIONS: Few North Island rural GPs use the Internet frequently in regard to patient care, despite increasing access to computers and the Internet, both at work and home.
The need to develop skills in Information Technology and Information Literacy for a career in the Health Sciences is not in dispute. More debated are the most appropriate ways of assessing existing skills, addressing training needs and incorporating IT/IL learning, and at what stage skills development should begin to be most effective. This article reports on three years of experience with a training model in the Faculty of Health Sciences, University of Cape Town, in providing IT/IL skills to a diverse group of students in South Africa. It provides an evaluation of the activities and discusses the possible advantages of the methodology. This training model is based on measuring rather than assuming existing computer skills in incoming students; it is informed by curriculum demands and focuses on early intervention and close integration into mainstream undergraduate courses.