4,679 research outputs found
What Do They Mean by "Health Informatics"? Health Informations Posts Compared to Program Standards
There is a lack of alignment between and within the competencies and skills required by health informatics (HI) related jobs and those present in academic curriculum frameworks. This study uses computational topic modeling for gap analysis of career needs vs. curriculum objectives. The seven AMIA-CAHIIM-accepted core knowledge domains were used to categorize a corpus of HI-related job postings (N = 475) from a major United States-based job posting website. Computational modeling-generated topics were created and then compared and matched to the seven core knowledge domains. The HI-defining core domain, representing the intersection of health, technology and social/behavioral sciences matched only 45.9% of job posting content. Therefore, the authors suggest that bidirectional communication between academia and industry is needed in order to better align educational objectives to the demands of the job market
Health Informatics for Healthcare Quality Improvement: A Literature Review of Issues, Challenges and Findings
Healthcare providers in the United States are facing increasing pressures to provide high quality healthcare at affordable prices, while being compliant with a multitude of complex laws. Recent legal developments have highlighted the role of Information Technology and related systems in providing evidence based healthcare in an efficient manner. Health Informatics has become an integral part of the rapidly advancing healthcare technology scenario, and is emerging as a key resource for healthcare quality improvement in the United States. Considering the rapid pace at which the field of health informatics is advancing, it is important for researchers and the practitioners alike to stay abreast of current literature and developments in the field. This literature review paper captures and summarizes from research literature the most significant issues, challenges and findings pertaining to the field of health informatics with a focus on healthcare quality improvement
Health Informatics in the Classroom: An Empirical Study to Investigate Higher Education\u27s Response to Healthcare Transformation
The explosive advances in information technology combined with the current climate for health care reform have intensified the need for skilled individuals who can develop, understand, and manage medical information systems in organizations. Health Informatics facilitates quality care at a reasonable cost by allowing access to the right data by the right people at the right time. A new generation of professionals, trained in health informatics, can expedite the transformation in healthcare delivery. This study examines health informatics, big data in the field of healthcare, and the distinction between clinical and non-clinical health informatics. Curricula, of different scopes and depths, offered by higher education, are examined and questions of what, who, where in regard to offerings in the healthcare arena are addressed. Finally, we make suggestions for actions that academia can take to assure that public health professionals have the knowledge, tools, and training to advance the mission of public health. The results of this study should be of interest to those, who directly or indirectly, would benefit of educating a new generation of the workforce in health informatics
Emerging roles of health information professionals for library and information science curriculum development: a scoping review
Objective: This scoping review identified the emerging and evolving roles of health information professionals (HIPs) in a range of tasks and settings, as they adapt to varied user needs, while keeping up with changing medical landscapes to provide evidence-based information support in grand rounds and scholarly research. The review aims to inform library school students about expected entry-level job qualifications and faculty about adaptable changes to specialized HIP curricula.
Methods: The authors examined 268 peer-reviewed journal articles that concentrated on evolving HIP roles, professional settings, and contexts by retrieving results from several multidisciplinary databases.
Results: HIPs, who generally serve as âembedded librarians,â are taking on more active roles as collaborators, research experts, and liaisons, replacing more passive and exclusive roles as information providers and outreach agents or research assistants. These evolving roles in the reviewed literature were broken into nine categories in approximate order of prominence.
Conclusions: A new model linking these evolving roles to the Medical Library Association (MLA) fundamental professional competencies was developed to provide an operational examination and research-based evidence for adapting HIP continuing education curriculum learning outcomes, course content and delivery, and student career pathways for existing graduate HIP specialization courses in library programs. The model indicates each roleâs connection to the MLA professional competencies, based on MLAâs detailed description of each competency. A better understanding of HIP demands and expectations will enhance the capacity of library programs to prepare students in HIP specializations
A Review of Clinical Informatics Competencies in Nursing to Inform Best Practices in Education and Nurse Faculty Development
AIM
The aim of this literature review was to determine the state of the science related to clinical informatics competencies of registered nurses and to determine best practices in educational strategies for both nursing students and faculty. BACKGROUND
Continued emphasis on the provision of evidence-based patient care has implications for requisite informatics-focused competencies to be threaded throughout all levels of nursing educational programs. METHOD
Whittemore and Knalfâs five-step integrative review process guided this research. An extensive search yielded 69 publications for critical appraisal. RESULTS
Results suggest nursing educational programs do not adhere to standardized criteria for teaching nursing informatics competencies. Another identified literature gap was the scarcity of research related to informatics training requirements for nurse educators. CONCLUSION
Findings support the need for continued research to provide clear direction about the expected clinical informatics competencies of graduate nurses and what training faculty need to facilitate student learning
Applying Translational Principles to Data Science Curriculum Development
This paper reports on a curriculum mapping study that examined job descriptions and advertisements for three data curation focused positions: Data Librarian, Data Steward / Curator, and Data Archivist. We present a transferable methodological approach for curriculum development and the findings from our evaluation of employer requirements for these positions. This paper presents " model pathways " for these data curation roles and reflects on opportunities for iSchools to adopt translational data science principles to frame and extend their curriculum to prepare their students for data-driven career opportunities
An Exploratory Investigation about Graduate Counseling Studentsâ Perceived Competencies in Integrated Care
Integrated care is a holistic treatment modality that increases collaborative efforts between primary care and mental health providers. Support for integrated care is evident, but the development of counselors for this level of care is limited. This study examined graduate counseling studentsâ (N = 243) perceived competencies about integrated care. Additionally, the study shares findings regarding studentsâ experiences, useful skills, and concerns about their work in integrated care settings. The results from this study suggest that students have encouraging perceived competencies. However, there were indications that specific contextual challenges remain, but exposure to integrated care training will be valuable. Implications for didactic and practical exposure to integrated care in counselor education programs are discussed
Learning health systems need to bridge the âtwo culturesâ of clinical informatics and data science
Background UK health research policy and plans for population health management are predicated upon transformative knowledge discovery from operational 'Big Data'. Learning health systems require not only data, but feedback loops of knowledge into changed practice. This depends on knowledge management and application, which in turn depends upon effective system design and implementation. Biomedical informatics is the interdisciplinary field at the intersection of health science, social science and information science and technology that spans this entire scope. Issues In the UK, the separate worlds of health data science (bioinformatics, 'Big Data') and effective healthcare system design and implementation (clinical informatics, 'Digital Health') have operated as 'two cultures'. Much National Health Service and social care data is of very poor quality. Substantial research funding is wasted on 'data cleansing' or by producing very weak evidence. There is not yet a sufficiently powerful professional community or evidence base of best practice to influence the practitioner community or the digital health industry. Recommendation The UK needs increased clinical informatics research and education capacity and capability at much greater scale and ambition to be able to meet policy expectations, address the fundamental gaps in the discipline's evidence base and mitigate the absence of regulation. Independent evaluation of digital health interventions should be the norm, not the exception. Conclusions Policy makers and research funders need to acknowledge the existing gap between the 'two cultures' and recognise that the full social and economic benefits of digital health and data science can only be realised by accepting the interdisciplinary nature of biomedical informatics and supporting a significant expansion of clinical informatics capacity and capability.</p
Participatory Approach to Program Evaluation: Learning from Students and Faculty to Improve Training in Biomedical Informatics
Participatory evaluation tools have shown to be effective for program development in various settings, including in higher education. Taking student perspectives into consideration is key for graduate program development, particularly in interdisciplinary programs.The current study utilizes Group Level Assessment (GLA),a participatory program evaluation tool, to evaluate the Biomedical Informatics (BMI) PhD Program at the University of Cincinnati (UC) and Cincinnati Childrenâs Hospital Medical Center (CCHMC). The study was conducted two years after the program was established, an appropriate timing to gauge the opinions of current doctoral students as the program grows and develops. The findings show the strengths and identify areas of improvement of the doctoral program, providing an evidence base for administrators and faculty to work collaboratively with students to capitalize on assets and address potential issues
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