Increasing confidence and changing behaviors in primary care providers engaged in genetic counselling.

BackgroundScreening and counseling for genetic conditions is an increasingly important part of primary care practice, particularly given the paucity of genetic counselors in the United States. However, primary care physicians (PCPs) often have an inadequate understanding of evidence-based screening; communication approaches that encourage shared decision-making; ethical, legal, and social implication (ELSI) issues related to screening for genetic mutations; and the basics of clinical genetics. This study explored whether an interactive, web-based genetics curriculum directed at PCPs in non-academic primary care settings was superior at changing practice knowledge, attitudes, and behaviors when compared to a traditional educational approach, particularly when discussing common genetic conditions.MethodsOne hundred twenty one PCPs in California and Pennsylvania physician practices were randomized to either an Intervention Group (IG) or Control Group (CG). IG physicians completed a 6 h interactive web-based curriculum covering communication skills, basics of genetic testing, risk assessment, ELSI issues and practice behaviors. CG physicians were provided with a traditional approach to Continuing Medical Education (CME) (clinical review articles) offering equivalent information.ResultsPCPs in the Intervention Group showed greater increases in knowledge compared to the Control Group. Intervention PCPs were also more satisfied with the educational materials, and more confident in their genetics knowledge and skills compared to those receiving traditional CME materials. Intervention PCPs felt that the web-based curriculum covered medical management, genetics, and ELSI issues significantly better than did the Control Group, and in comparison with traditional curricula. The Intervention Group felt the online tools offered several advantages, and engaged in better shared decision making with standardized patients, however, there was no difference in behavior change between groups with regard to increases in ELSI discussions between PCPs and patients.ConclusionWhile our intervention was deemed more enjoyable, demonstrated significant factual learning and retention, and increased shared decision making practices, there were few differences in behavior changes around ELSI discussions. Unfortunately, barriers to implementing behavior change in clinical genetics is not unique to our intervention. Perhaps the missing element is that busy physicians need systems-level support to engage in meaningful discussions around genetics issues. The next step in promoting active engagement between doctors and patients may be to put into place the tools needed for PCPs to easily access the materials they need at the point-of-care to engage in joint discussions around clinical genetics

Data Mining Applications in Higher Education and Academic Intelligence Management

Higher education institutions are nucleus of research and future development acting in a competitive environment, with the prerequisite mission to generate, accumulate and share knowledge. The chain of generating knowledge inside and among external organizations (such as companies, other universities, partners, community) is considered essential to reduce the limitations of internal resources and could be plainly improved with the use of data mining technologies. Data mining has proven to be in the recent years a pioneering field of research and investigation that faces a large variety of techniques applied in a multitude of areas, both in business and higher education, relating interdisciplinary studies and development and covering a large variety of practice. Universities require an important amount of significant knowledge mined from its past and current data sets using special methods and processes. The ways in which information and knowledge are represented and delivered to the university managers are in a continuous transformation due to the involvement of the information and communication technologies in all the academic processes. Higher education institutions have long been interested in predicting the paths of students and alumni (Luan, 2004), thus identifying which students will join particular course programs (Kalathur, 2006), and which students will require assistance in order to graduate. Another important preoccupation is the academic failure among students which has long fuelled a large number of debates. Researchers (Vandamme et al., 2007) attempted to classify students into different clusters with dissimilar risks in exam failure, but also to detect with realistic accuracy what and how much the students know, in order to deduce specific learning gaps (Piementel & Omar, 2005). The distance and on-line education, together with the intelligent tutoring systems and their capability to register its exchanges with students (Mostow et al., 2005) present various feasible information sources for the data mining processes. Studies based on collecting and interpreting the information from several courses could possibly assist teachers and students in the web-based learning setting (Myller et al., 2002). Scientists (Anjewierden et al., 2007) derived models for classifying chat messages using data mining techniques, in order to offer learners real-time adaptive feedback which could result in the improvement of learning environments. In scientific literature there are some studies which seek to classify students in order to predict their final grade based on features extracted from logged data ineducational web-based systems (Minaei-Bidgoli & Punch, 2003). A combination of multiple classifiers led to a significant improvement in classification performance through weighting the feature vectors. The author’s research directions through the data mining practices consist in finding feasible ways to offer the higher education institutions’ managers ample knowledge to prepare new hypothesis, in a short period of time, which was formerly rigid or unachievable, in view of large datasets and earlier methods. Therefore, the aim is to put forward a way to understand the students’ opinions, satisfactions and discontentment in the each element of the educational process, and to predict their preference in certain fields of study, the choice in continuing education, academic failure, and to offer accurate correlations between their knowledge and the requirements in the labor market. Some of the most interesting data mining processes in the educational field are illustrated in the present chapter, in which the author adds own ideas and applications in educational issues using specific data mining techniques. The organization of this chapter is as follows. Section 2 offers an insight of how data mining processes are being applied in the large spectrum of education, presenting recent applications and studies published in the scientific literature, significant to the development of this emerging science. In Section 3 the author introduces his work through a number of new proposed directions and applications conducted over data collected from the students of the Babes-Bolyai University, using specific data mining classification learning and clustering methods. Section 4 presents the integration of data mining processes and their particular role in higher education issues and management, for the conception of an Academic Intelligence Management. Interrelated future research and plans are discussed as a conclusion in Section 5.data mining,data clustering, higher education, decision trees, C4.5 algorithm, k-means, decision support, academic intelligence management

The strategic role of knowledge management in African universities.

Doctor of Business Administration. University of KwaZulu-Natal, Westville 2014.This thesis articulates an empirical research study that examines the role of Knowledge Management, inclusive of Business Intelligence in an African Higher Education setting. There are an abundance of studies that show how Knowledge Management plays a key role in organisational strategy, productivity, efficiency, performance and competitiveness in developed countries. The same is not true for developing economies in Africa. This study addressed this gap by investigating the influence of Knowledge Management on institutional strategy development at leading African universities. Furthermore, Web 2.0 was also rigorously investigated as an e-Learning and Knowledge Management strategy for the effective transfer and dissemination of knowledge in Higher Education. The study targeted 20 leading African universities (based upon the Times Higher Education Rankings). The study was built around the constructs of 3 applicable frameworks including Kogut and Zander Knowledge Management Model, Organisational Learning Theory and Organisational Culture Theory. The research instruments were designed around the constructs of the frameworks. Questionnaires were sent to senior employees responsible for Knowledge Management at the respective institutions. In addition, in-depth interviews were also conducted with these individuals as part of the qualitative arm of the study. Both quantitative and qualitative data underwent rigorous statistical analyses in relation to the aims and frameworks of the study. This study found that Knowledge Management does influence institutional strategy and plays an informing role in providing knowledge on demand for strategic decision making and strategy formulation. However Knowledge Management was primarily used in strategy formulation at operational and support areas of the institutions as opposed to teaching and research. There was also a lack of sophisticated and powerful Knowledge Management Information Systems in most of Africa’s leading institutions. The study also showed that Web 2.0 is not being utilised as an e-Learning and Knowledge Management Strategy. Knowledge Management is currently not at Executive Level in African Higher Education. The study further revealed an important finding, that being, those institutions that do make strategic use of Knowledge Management, inclusive of Business Intelligence and Web 2.0, in key areas such as academic teaching, learning and research were higher up in the academic ranking scale as opposed to those that did not. Relating to this, the study showed that effective use of Knowledge Management including Knowledge Management Information Systems does add value to the institutions. In addition, if Knowledge Management including more specialised Knowledge Management Information Systems can be more effectively used to inform strategies in teaching and research then it will promote more academic value and institutional competiveness. Furthermore, if Web 2.0 can be used effectively as an e-Learning and Knowledge Management strategy it will yield significant benefits in research and pedagogy and increase competitiveness. The Organisational Learning framework can be used to predict the trajectory of African universities if they engage with Knowledge Management strategically. Other future studies, amongst others, that can be generated from this study includes avenues such as the measurement of success derived through effective practice of Knowledge Management in African universities or a study similar to this across BRICS nations

Urban management revolution: intelligent management systems for ubiquitous cities

A successful urban management support system requires an integrated approach. This integration includes bringing together economic, socio-cultural and urban development with a well orchestrated transparent and open decision making mechanism. The paper emphasises the importance of integrated urban management to better tackle the climate change, and to achieve sustainable urban development and sound urban growth management. This paper introduces recent approaches on urban management systems, such as intelligent urban management systems, that are suitable for ubiquitous cities. The paper discusses the essential role of online collaborative decision making in urban and infrastructure planning, development and management, and advocates transparent, fully democratic and participatory mechanisms for an effective urban management system that is particularly suitable for ubiquitous cities. This paper also sheds light on some of the unclear processes of urban management of ubiquitous cities and online collaborative decision making, and reveals the key benefits of integrated and participatory mechanisms in successfully constructing sustainable ubiquitous cities

Supporting Special-Purpose Health Care Models via Web Interfaces

The potential of the Web, via both the Internet and intranets, to facilitate development of clinical information systems has been evident for some time. Most Web-based clinical workstations interfaces, however, provide merely a loose collection of access channels. There are numerous examples of systems for access to either patient data or clinical guidelines, but only isolated cases where clinical decision support is presented integrally with the process of patient care, in particular, in the form of active alerts and reminders based on patient data. Moreover, pressures in the health industry are increasing the need for doctors to practice in accordance with ¿best practice¿ guidelines and often to operate under novel health-care arrangements. We present the Care Plan On-Line (CPOL) system, which provides intranet-based support for the SA HealthPlus Coordinated Care model for chronic disease management. We describe the interface design rationale of CPOL and its implementation framework, which is flexible and broadly applicable to support new health care models over intranets or the Internet

Evaluation of e-learning web sites using fuzzy axiomatic design based approach

High quality web site has been generally recognized as a critical enabler to conduct online business. Numerous studies exist in the literature to measure the business performance in relation to web site quality. In this paper, an axiomatic design based approach for fuzzy group decision making is adopted to evaluate the quality of e-learning web sites. Another multi-criteria decision making technique, namely fuzzy TOPSIS, is applied in order to validate the outcome. The methodology proposed in this paper has the advantage of incorporating requirements and enabling reductions in the problem size, as compared to fuzzy TOPSIS. A case study focusing on Turkish e-learning websites is presented, and based on the empirical findings, managerial implications and recommendations for future research are offered

Models of technology and change in higher education: an international comparative survey on the current and future use of ICT in higher education

The aim of this study is to investigate which scenarios are emerging with respect to the use of ICT in higher education and how future developments can be predicted and strategic choices can be based on that. It seeks to answer the following questions:\ud What strategic responses do institutions make with respect to the use of ICT; Which external conditions and developments influence these choices; Which external and internal conditions and measures are taken in order to achievestrategic targets; What are the implications for technology use, teaching and learning processes and staff? \ud The study applies an international comparative methodology and is carried out in the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland and the USA. Data were collected through Web-based questionnaires tailored to three different response groups: decision makers, support staff and instructors. In total 693 persons responded to the questionnaire. This implies that between 20 and 50 percent of the institutions in the various countries responded (institutional data were also gathered), with the exception of the USA where the response was much lower

Applications and Uses of Dental Ontologies

The development of a number of large-scale semantically-rich ontologies for biomedicine attests to the interest of life science researchers and clinicians in Semantic Web technologies. To date, however, the dental profession has lagged behind other areas of biomedicine in developing a commonly accepted, standardized ontology to support the representation of dental knowledge and information. This paper attempts to identify some of the potential uses of dental ontologies as part of an effort to motivate the development of ontologies for the dental domain. The identified uses of dental ontologies include support for advanced data analysis and knowledge discovery capabilities, the implementation of novel education and training technologies, the development of information exchange and interoperability solutions, the better integration of scientific and clinical evidence into clinical decision-making, and the development of better clinical decision support systems. Some of the social issues raised by these uses include the ethics of using patient data without consent, the role played by ontologies in enforcing compliance with regulatory criteria and legislative constraints, and the extent to which the advent of the Semantic Web introduces new training requirements for dental students. Some of the technological issues relate to the need to extract information from a variety of resources (for example, natural language texts), the need to automatically annotate information resources with ontology elements, and the need to establish mappings between a variety of existing dental terminologies