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PubMed2006

Sharing intellectual and social capital: A partnership to advance informatics and foster consumer centric care.

The need to educate the nursing workforce about using informatics tools to provide safe, quality consumer centric care is of utmost importance. A unique and strategic partnership was established to address this challenge. The informatics specialty option at the University of Colorado at Denver and Health Sciences Center School of Nursing has joined forces with McKesson Corporation. The overall goal of this partnership is to provide leadership in the field of nursing informatics and the further development of nursing informatics as a discipline. This paper describes the converging forces that serve as a foundation for the partnership. There are also descriptions of the two partners and their shared goals. This partnership was designed to share intellectual and social capital to advance nursing informatics through educational and research opportunities. The partnership also allows for the use of intellectual capital to brainstorm new developments, designs and to test the usability of new products. This paper reports on the various projects underway in the area of education, scholarship, research and development.

Colorado↗

PubMed2006

Research trends of nursing informatics in Korea.

In order to examine the research trends of Korean nursing informatics over the past 10 years starting from 1995 when the Journal of Korean Society of Medical Informatics started being published, to 2004, nursing informatics related studies were searched for on information search websites such as the National Digital Library, Korean Nurses Association, Korean Society of Medical Informatics, KoreaMed, and MedRIC. As a result of it, specified research trends were identified about Korean nursing informatics.

Humans↗

PubMed2007

Interdisciplinary innovations in biomedical and health informatics graduate education.

OBJECTIVES: Biomedical and health informatics (BHI) is a rapidly growing domain that relies on the active collaboration with diverse disciplines and professions. Educational initiatives in BHI need to prepare students with skills and competencies that will allow them to function within and even facilitate interdisciplinary teams (IDT). This paper describes an interdisciplinary educational approach introduced into a BHI graduate curriculum that aims to prepare informatics researchers to lead IDT research. METHODS: A case study of the "gerontechnology" research track is presented which highlights how the curriculum fosters collaboration with and understanding of the disciplines of Nursing, Engineering, Computer Science, and Health Administration. Gerontechnology is a new interdisciplinary field that focuses on the use of technology to support aging. Its aim is to explore innovative ways to use information technology and develop systems that support independency and increase quality of life for senior citizens. As a result of a large research group that explores "smart home" technologies and the use of information technology, we integrated this new domain into the curriculum providing a platform for computer scientists, engineers, nurses and physicians to explore challenges and opportunities with our informatics students and faculty. RESULTS: The interdisciplinary educational model provides an opportunity for health informatics students to acquire the skills for communication and collaboration with other disciplines. Numerous graduate and postgraduate students have already participated in this initiative. The evaluation model of this approach is presented. CONCLUSION: Interdisciplinary educational models are required for health informatics graduate education. Such models need to be innovative and reflect the needs and trends in the domains of health care and information technology.

Aged↗

PubMed1991

[Proposal for the teaching and application of informatics at medical schools].

Informatics is the discipline that process efficiently all the necessary data to obtain information. The data acquisition, processing and interpretation is realized through traditional as well as automated means. Medical Informatics is the union of all methods of informatics in medicine including the preparation of medical data required for the application of these methods. Due to the need to keep up with the increasing amount of data that modern medicine is receiving and efficiently process it to obtain meaningful information, we propose the creation of a department of Medical Informatics in our Medical School to: 1) Teach the basic principles of medical informatics to undergraduate and graduate students, including lectures in: Information technics, medical terminology, medical linguistics, international classification of diseases, Hospital informations Systems, practical application of computing in medicine as Oncocyn, Mycin, etc., as well as external data bases. 2) Help the health sciences personnel to obtain and transfer medical information through the National and International Electronic Networks of Medical Information.

Education, Medical↗

PubMed1989

Teaching medical informatics to biomedical engineering students: experiences over 15 years.

The Departments of Biomedical Engineering and Medical Informatics at Linköping University in Sweden were established in 1972-1973. The main purpose was to develop and offer courses in medicine, biomedical engineering and medical informatics to students in electrical engineering and computer science, for a specialization in biomedical engineering and medical informatics. The courses total about 400 hours of scheduled study in the subjects of basic cell biology, basic medicine (terminology, anatomy, physiology), biomedical engineering and medical informatics. Laboratory applications of medical computing are mainly taught in biomedical engineering courses, whereas clinical information systems, knowledge based decision support and computer science aspects are included within the medical informatics courses.

Biomedical Engineering↗

PubMed1989

On medical informatics.

This paper summarizes the author's point of view of defining medical informatics, to stimulate further discussions on how this "newly emerging discipline" should further proceed. We realize that the term "informatics" is related rather to the term "information science" than to "computer science". Accordingly, medical informatics deals with the systematic processing of information in medicine. Many information systems in medicine are interrelated and can hardly be regarded as independent systems. As a result, medicine becomes gradually more an "empirical science of extreme complexity". Because of its complexity and wide range of applications, medical informatics should be considered as a separate discipline, its aim being to contribute to the systematic processing of information in medicine. The contribution of medical informatics should be a better understanding of the human being and means for the provision of high quality patient care.

Electronic Data Processing↗

PubMed1995

On the foundation and structure of medical informatics.

The authors from China and the United States take medical informatics from theory to practice by improving its research, application, and dissemination and by expanding its educational potential. We built a theoretical model and discussed its definition, approach, foundation, principles, and structure. Medical informatics is the interdisciplinary study of information science applied to medicine and health care. Its developing approach is transplantation. The foundation of medical informatics has "building blocks" of knowledge. They are: information procedure models; information classification principles; information processing methodologies; and functional hierarchical principles of information systems. The structure of medical informatics includes the main knowledge branches and their logical relations. There are four big branches: computer tools and systems methods; engineering equipment and methods; medical fields information systems; and health care management systems. Based on the investigation of the professional status (its theory and application, and its forms and the contents) of medical informatics, it can be seen that this new discipline is becoming mature.

China↗

PubMed1995

Bridging theory and practice: cognitive science and medical informatics.

Medical informatics has experienced dramatic growth, both as an applied and as a research discipline in recent years. In this paper, we argue that there is a need to expand the research base to characterize the cognitive dimension of informatics. Theories and methods from cognitive science can provide an effective counterpart to traditional medical informatics in addressing issues of usability of the systems, the processing of information, and the training of physicians. In the first part of the paper, we address the problems inherent in applying basic theories to practice and suggest some potential solutions. The second section deals with epistemological issues that are fundamental to cognitive science research and medical informatics. We then discuss two areas of application of cognitive scientific theories and methods to medical informatics: cognitive evaluation of human computer interface and intelligent medical decision support systems. The paper addresses the progress that has been made thus far and discusses how future cognitive research can facilitate further growth in the development of these applications.

Artificial Intelligence↗

PubMed1996

Informatics integration in a medical residency program: early experiences.

In 1992, Informatics training was integrated into the medical residency program at Norwalk Hospital. The program objective was to familiarize the residents with clinical applications of information technology that could enhance their productivity in clinical practice. In its first year, the curriculum was theory oriented. Evaluation of the program at the end of the first year led to a significant restructuring of the program format and curriculum. The trainees did not find theory to be of immediate clinical value, in the second year the program emphasis was redirected toward the development of practical skills. Next year, in 1993, 'Informatics Clinics' were initiated to develop practical Informatics skills that would be useful in a clinical setting. This approach was more successful but did not offer a complete solution. The degree to which the concepts and methods learned are clinically utilized by residents will depend upon the degree of reinforcement provided in the clinical residency years. In addition, there is a need for the development of assessment standards for the evaluation of Informatics literacy levels. In the absence of assessment standards the level of Informatics literacy in medical graduates remains undetermined Consequently, it is difficult to determine whether the training received has transformed expectations into reality.

Connecticut↗

PubMed1997

Re-imagining the medical informatics curriculum.

Most physicians in academics, administration, and private practice are insufficiently trained to cope with the current challenges facing medicine. Although information technology, and medical informatics in particular, has been considered to be part of the solution to this problem, the philosophical underpinnings of informatics remain a source of much discussion. Too often, new technology is seen as a new way to do the same things, rather than as an opportunity for a radical reenvisioning of the processes and practices themselves. As a consequence, practitioners and educators fail to make the best uses of new technologies, and fail to offer medical students the comprehensive training in medical informatics that they will need as they move into the real worlds of practice and academics. In this paper, the author describes an imaginary informatics curriculum made up of six core courses: Introduction to Complexity, Decisions and Outcomes, Scarcity and Conflict, Teamwork and Organizations, Representing Knowledge and Action, and Groupware and Collaboration. He does not recommend that these hypothetical courses actually be implemented, but presents them in the hope that they may serve as a starting point for discussions of how informatics can be incorporated into the curriculum in a more substantive way.

Curriculum↗

PubMed1997

Informatics in the care of patients: ten notable challenges.

What is medical informatics, and why should practicing physicians care about it? Medical informatics is the study of the concepts and conceptual relationships within biomedical information and how they can be harnessed for practical applications. In the past decade, the field has exploded as health professionals recognize the importance of strategic information management and the inadequacies of traditional tools for information storage, retrieval, and analysis. At the same time that medical informatics has established a presence within many academic and industrial research facilities, its goals and methods have become less clear to practicing physicians. In this article, I outline 10 challenges in medical informatics that provide a framework for understanding developments in the field. These challenges have been divided into those relating to infrastructure, specific performance, and evaluation. The primary goals of medical informatics, as for any other branch of biomedical research, are to improve the overall health of patients by combining basic scientific and engineering insights with the useful application of these insights to important problems.

California↗

PubMed1997

Outcomes and informatics.

OBJECTIVE: To provide an overview of the potential contribution that informatics can make for pathologists who become involved in outcomes assessment and management. DATA SOURCES: Contemporary scientific articles centered on pathologists and the assessment of outcomes, the definitions of outcomes assessment and management, and related methodologic issues, especially those pertaining to information technology and outcomes, and a summary of eight independent group process sessions involving volunteer pathologists and a group facilitator discussing issues related to informatics and outcomes as structured by a clinical scenario with focusing questions. STUDY SELECTION: Articles reviewed were drawn primarily from the literature published since 1985 and found through Medline key word searches of titles and abstracts; likely articles were then selected for subsequent detailed review on the basis of the abstract's contents. Group process data were drawn from summaries of each of the eight groups as prepared by the facilitator from notes taken during the session by a designated scribe. CONCLUSIONS: It is crucial for pathologists to participate in clinical outcomes studies. Informatics can serve as a tool kit for performing outcomes studies relevant to pathology (eg, collect data or analyze data), or it can be seen as a malleable component of health care processes that can be modified to achieve improved outcomes. Pathologists see many potential avenues for using informatics to leverage the impact that the pathologist and laboratory can have on clinical outcomes. Focusing on some specific informatics learning objectives can help the pathologist become a leader in outcomes studies.

Databases, Factual↗

PubMedDate not supplied

American Nursing Informatics Association role survey.

A descriptive study, using a survey approach, was conducted among 48 American Nursing Informatics Association (ANIA) member respondents to determine the nursing informatics role among professional nurses working in the specialty. Members were asked to complete a survey regarding their current position, educational and work experience, continuing education, and work challenges. Although the ages of the informatics nurses parallel the national, range, most have been in the field of nursing informatics for 2.5 to 5 years and in their current position only 1.5 to 2 years. Job responsibilities and challenges indicate common issues and concerns that have implications for the specialty of nursing informatics and nursing in general.

Adult↗

PubMed1998

An overview of the medical informatics curriculum in medical schools.

As medical schools incorporate medical informatics into their curriculum the problems of implementation arise. Because there are no standards regarding a medical informatics curriculum, medical schools are implementing the subjects in various ways. A survey was undertaken to amass an overview of the medical informatics curriculum nationally. Of the responding schools, most have aspects of medical informatics incorporated into current courses and utilize existing faculty. Literature searching, clinical decision-making, and Internet are the basic topics in the current curricula. The trend is for medical informatics to be incorporated throughout all four years of medical school. Barriers are the difficulties in faculty training, and slow implementation.

Curriculum↗

PubMed2006

Individualization, globalization and health--about sustainable information technologies and the aim of medical informatics.

This paper discusses aspects of information technologies for health care, in particular on transinstitutional health information systems (HIS) and on health-enabling technologies, with some consequences for the aim of medical informatics. It is argued that with the extended range of health information systems and the perspective of having adequate transinstitutional HIS architectures, a substantial contribution can be made to better patient-centered care, with possibilities ranging from regional, national to even global care. It is also argued that in applying health-enabling technologies, using ubiquitous, pervasive computing environments and ambient intelligence approaches, we can expect that in addition care will become more specific and tailored for the individual, and that we can achieve better personalized care. In developing health care systems towards transinstitutional HIS and health-enabling technologies, the aim of medical informatics, to contribute to the progress of the sciences and to high-quality, efficient, and affordable health care that does justice to the individual and to society, may be extended to also contributing to self-determined and self-sufficient (autonomous) life. Reference is made and examples are given from the Yearbook of Medical Informatics of the International Medical Informatics Association (IMIA) and from the work of Professor Jochen Moehr.

Decision Trees↗

PubMed2006

An information technology emphasis in biomedical informatics education.

Unprecedented growth in the interdisciplinary domain of biomedical informatics reflects the recent advancements in genomic sequence availability, high-content biotechnology screening systems, as well as the expectations of computational biology to command a leading role in drug discovery and disease characterization. These forces have moved much of life sciences research almost completely into the computational domain. Importantly, educational training in biomedical informatics has been limited to students enrolled in the life sciences curricula, yet much of the skills needed to succeed in biomedical informatics involve or augment training in information technology curricula. This manuscript describes the methods and rationale for training students enrolled in information technology curricula in the field of biomedical informatics, which augments the existing information technology curriculum and provides training on specific subjects in Biomedical Informatics not emphasized in bioinformatics courses offered in life science programs, and does not require prerequisite courses in the life sciences.

Biomedical Engineering↗

PubMed2000

The new millennium brings nursing informatics into the OR.

Will the perioperative arena step out of the dark ages and into the new millennium with informatics? A paradigm shift must occur in both the perioperative arena and health care organizations. Health care organizations must realize the value of informatics and the importance of integrating the informatics nurse into the organizational information system's team. This article discusses how the informatics nurse can accelerate the paradigm shift in the perioperative arena if given the opportunity. The informatics nurse's proactive involvement in the perioperative environment will ensure that information handling technologies benefit the perioperative specialty and, ultimately, enhance patient care.

Documentation↗

PubMed1998

Wide-area network connecting a hospital drug informatics center with a university.

A wide-area network (WAN) connecting a new drug informatics center in a university-affiliated hospital with the university's campus-based computer network is described. In 1994 a pharmacy school developed a drug informatics center in an affiliated hospital. The center was originally designed around a local-area network (LAN) to be located at the hospital and planned to provide clients with easy access to typical productivity software and various electronic information resources. Only occasional modem connections to the university network were envisioned. However, large price increases in information retrieval systems and decreases in the cost of a frame relay connection (T1 line) to the campus network led to the installation of a WAN when the drug informatics center was established. Technical, political, and legal problems were overcome, and the connection was made. The WAN gave faculty and students at the hospital access to many of the university's computing and Internet resources. In addition, the faculty and students have access to various files and programs available only on the drug informatics center's file server at the affiliated hospital. It cost about $6500 to install all WAN equipment and maintain the frame relay for the first year, or a third of what would have been necessary for information retrieval software had a separate LAN been established at the hospital. A WAN connecting a drug informatics center and a university's computer network gave the center access to more electronic information resources at lower cost than would have been possible with a separate LAN.

Computer Communication Networks↗