Informatics In Medical Education

Size: px
Start display at page:

Download "Informatics In Medical Education"

Transcription

1 Informatics In Medical Education 1 Frank Naeymi-Rad, Ph.D. 1, David Trace, M.D. 1, Khalid Moidu, M.D., Ph.D. 2, Lowell Carmony, PhD 3, and Theodore Booden, Ph.D. 1 1 Finch University of Health Sciences/The Chicago Medical School, North Chicago, IL Center for Health Informatics, Section for Pulmonary Medicine, Norwalk Hospital, Norwalk, CT Lake Forest College, Lake Forest, IL Abstract The importance of informatics training within a health sciences program is well recognized and is being implemented on an increasing scale. At Chicago Medical School, the Informatics program incorporates information technology at every stage of medical education. First year students are offerred an elective in computer topics that concentrate on basic computerliteracy. Second year students learn information management such as entry and information retrieval skills. For example, during the Introduction to Clinical Medicine course, the student is exposed to a computerized patient record program developed at The Chicago Medical School. This program, IMR-E (Intelligent Medical Record-Entry), allows the student to enter and organize information gathered from patient encounters. In the third year, students attending the Internal Medicine rotation at Norwalk Hospital are equipped with Macintosh power books to enter and manage their patients. Patient data gathered by the student is stored in a local server in Norwalk Hospital. This server is in communication with the server at Chicago Medical School. The link enables the staff to provide educational information for the students at Norwalk to review, in essence implementing informatics tools as a learning resource. This also enables the faculty to monitor the students' clinical experience at a distant site. In the final year, we teach students the role of informatics in clinical decision making. The present senior class at CMS has been exposed to the power of Medical Informatics tools for several years. The use of these informatics tools at the point of care is stressed. Introduction A physician in a dilemma is either taking a chance or making a choice and the difference lies in the data content of the information available to support the decision making process at that time. Computers, as tools for information management, can assist the practicing clinician to access all available information. Therefore, future physicians need to be trained to exploit the full potential of these informatics tools. It was in 1984, that the "General Professional Education of the Physician" (GPEP) report recommended, among other things, that medical curricula be revised to rely less on lectures and more on independent study and problem solving [1]. In order to prepare physicians for the information age, a strong recommendation was made that informatics training be incorporated and institutions designate departments for this role [2]. Institutions responded to the recommendations and some have described the elaborate steps taken to plan and develop a curriculum [3]. Health informatics continues to gain recognition as a discipline in the United States and abroad, and professional societies are encouraging medical educators to include informatics in their curricula. Other health professions are also developing courses and requirements in informatics [4]. Educators have reported the different approaches they have adopted in developing Medical Informatics curricula [5,6,7]. Most medical informatics curricula incorporate education about medical data, clinical decision making, information systems, use of communication networks, and knowledge processing. The introduction of informatics within a overloaded curriculm has not been easy and two common approaches are either to offer it as an elective or to integrate it into the main curriculum. In this paper, the Informatics plan of The University of Health Sciences/ Chicago Medical School is described to present a scenario of Applied Informatics in Medical Education. It is based on a mixed philosophy, at first

2 introducing the informatics technology as an elective, and later it's concepts and tools are integrated to support the traditional curriculum, with a program specifically developed for the purpose. First Year: Introductory Course (Elective) More and more students are entering medical school with computer skills obtained at the undergraduate level. Therefore, at CMS, the Introduction to Computer Science and Medical Informatics course is offered as an elective to those students who need to become computer literate. The course is offerred to the first year medical students and to graduate students in Applied Physiology program. The primary objective of this course is to teach basic computer literacy. That is: To understand the impact of technology and to learn to prepare for it. To learn to use popular, off-the-shelf software (such as EXCEL, LOTUS 123, WordPerfect, Microsoft WORD), To experience simple programming exercises in information management using DBASE, HYPERCARD, or ORACLE SQL. To learn to work in teams to design and implement applications in information management, such as the design of an interactive course in microbiology. The course has been very popular and has been oversubscribed in each semester that it has been offerred. Because the students have a basic level of computer literacy, the faculty has been able to incoprorate several computer-aided instruction programs to support the learning process in the basic sciences. Second and Third Year: Information Retrieval and Biostatistics The Introduction to Clinical Medicine (ICM) course is the students' first introduction to hands-on clinical medicine. During this course, students are trained in the techniques of collecting and documenting clinical data, essentially to collect a comprehensive history of present illness (HPI) and perform a complete physical exam. Understanding the value of clinical data and how it is organized and retrieved is critically important to medical students. IMR-E, the Intelligent Medical Record Entry system, was developed at the Chicago Medical School to computerize the collection and generation of a medical encounter case report [8]. The students in the ICM course are exposed to IMR-E to enhance their data collection capabilities. In the History of Present Illness (HPI), there are many pertinent questions that need to be asked in context. IMR-E provides a reminder vehicle insuring that the students do not forget to ask important questions. We believe that training with such tools will inculcate in the students methods that will enhance their clinical performance. Examples of IMR-E screens for collection of chief complaints and physical exams follow. 2

3 Figure 1: An IMR-E Chief Complaint Screen 3 Figure 2: An IMR-E Physical Exam Screen The Biostatistics and Epidemiology course is an applied course. One of the objectives of the course is to teach students to critically analyze and understand Statistical Methods used in the medical literature. The course includes four classic designs used in modern clinical and health-services research: Cross-Sectional, Retrospective Case-Control, Prospective Cohort, and Randomized Trials. Inferential statistics for comparing outcomes among two or three independent samples of patients is also covered. The emphasis of the course is on concepts and real situations with the computer doing the tedious calculations. Third Year: Informatics in the Internal Medicine Clinical Clerkship At Remote Sites A health sciences campus should not be confined by walls or limited by geographic distances Medical students need to receive training at multiplr sites, some of which are not the traditional Academic Medical Center. At the Chicago Medical School, we have developed informatics tools to enable the educators based at the main campus to manage and communicate with students at remote sites. Currently we have been managing students at Norwalk Hospital in Norwalk, Connecticut from our primary Chicago site. Since the fall of 1992, third-year, students attending the Internal Medicine rotation at Norwalk Hospital have been equipped with Macintosh power books to enter and manage their patients data using IMR-E. IMR-E enables the student to store patient data gathered on the local server in Norwalk Hospital in a timeseries data representation. Students in Norwalk are now able to manage multi-encounter patient records on this one network. The hardware platform includes an Apple Macintosh Server 95 as the file server, running AUX (the Apple version of UNIX). The database management software is Oracle 7 and the communication protocol is AppleShare. As clients, we have IMR-E running on IBM compatibles using Windows 3.1, on Macintosh desktop machines, and on Macintosh DUO 230s connected to the server through docking stations. The server at Norwalk Hospital is also in communication with the server at the Chicago Medical School. The link enables the staff to provide documents for the students at the sites to review, implementing informatics tools as learning resources. This also enables the faculty to monitor the students' clinical experience at the distant sites, checking each student's workload and providing real time assistance to each as needed. Fourth Year: Applied Informatics in Clinical Decision Support The final year of the program introduces the student to state-of-the-art decision support software: We call this complete electronic workup on a patient an "Informatics Workup". An Informatics Workup consists of the following:

4 An electronic medical record for the patient, especially a complete history of present illness (HPI). The result of decision support programs, based on this patient's medical data. Searches of electronic knowledge sources, including MEDLINE and electronic books for papers specific to this patient's medical problems. Organization of the information contained in the informatics workup into a final report suitable for presentation to other medical staff. The Program used for the first section is IMR-Entry (Intelligent Medical Record Entry system). IMR-Entry produces a comprehensive history and physical exam. It runs under the Macintosh, and PC-Windows and allows the user with minimal typing to generate a complete HPI. The decision support programs selected for the workup were MEDAS [15], QMR [16], Dxplain [17], Iliad [18], PKC [19], and Drug Advisor [Clinical Reference, Inc.]. These programs provide the students with unique opportunities to explore rich knowledge bases and state-of-the-art decisionsupport systems. Each student is required to use all of the programs. Searching the electronic knowledge sources is the most rewarding exercise CMS students undertake. The concept of an electronic library and the value of searching the medical knowledge at the bed side is stressed. Programs used for these sessions are Scientific American Medicine Consult, Aries System Knowledge Finder, and the Stat-ref. electronic publishing library. Finally the students are given access to document managing tools to organize the result of the workup into reports suitable for presentation. The primary tools used are MS-word, IMR-E, and Wordperfect. Discussion Greenes and Shortliffe describe medical informatics as the field that concerns itself with the cognitive, information processing, and communication tasks of medical practice, education, and research, including the information science and the technology to support these tasks [9]. An intrinsically interdisciplinary field, medical informatics has a highly applied focus, but also addresses a number of fundamental research problems as well as planning and policy issues. Medical informatics is now emerging as a distinct academic entity [1]. The early efforts in medical informatics were largely directed towards developing systems for application in health care settings. Now, as part of health care reform, all health care institutions and organizations are in the process of making large-scale commitments to information systems and services. True benefit from these implementations will only be derived if there is a end-user base able to exploit the potential that these systems offer. Möhr reviewed several different approaches to medical informatics education [10]. One is described as the "specialist approach" with training in medical informatics taught like the established disciplines of medicine, computer science, nursing, and engineering. Another approach is the "generalistic approach" whereby medical informatics is taught as an integrated discipline incorporating essential traits of the aforementioned disciplines [1]. Training in Health Informatics at the undergraduate level has offered electives with an emphasis to promote understanding of the technology. In the integrated approach, active learning experiences are part of the traditional medical school curriculum. In light of the undergraduate medical curriculum being overloaded, the introduction of informatics has evoked global interest [1]. A recent report by Burrows et al. described the experiences gained from a course offerred as an elective that required the students to learn the effective use of health information tools in seeking information from both printed sources and computerized bibliographic databases [1]. 4

5 Grëmy, drawing on his long years of experience as a medical educator, emphatically states that present medical education does not prepare students to deal with human needs, neither their own nor those of their patients [13]. This is due, in his opinion, to the almost exclusive devotion to hard sciences, contaminated by unscientific ideological drift, which tends to negate subjectivity and to suppress any significance of human destiny. However, medical informatics, if properly used as a complement and not as a competitor to human intelligence would help to renovate medical education, introduce true humanistic dimensions, and restore the element of human subjectivity[1]. An objective of the CMS program on Informatics has been to emphasize the applied approach. The Informatics tools are placed to complement the human elements of teacher and student, ensuring the lacunae of personal supervision and learning at one's own pace. This has been the experience gained from the Informatics program during the third year clinical rotation in Medicine at Norwalk Hospital. Another major benefit is to help the students recognize through their own experiences that the patient is the most important knowledge source. Analysis of the database of cases entered using IMR-E and discussions stimulated by these results have enabled the students to distinguish what is meant by statistically relevant as opposed to clinically relevant. The introduction of technology has in no way affected the humanistic values so essential to the art of medical practice. The present discussions in health care reform are limited to the macro issues of economics, quality, and access. Modern health care systems, both at the policy as well as the delivery level, are becoming increasingly data-dependent. Developments in Applied Medical Informatics have led to the establishment of gate-keepers who will effectively control the use of medical data. [1]. This position, in turn, places special ethical obligations not only on the medical profession as a whole but in the development of applied informatics tools. IMR-E is extremely alert to security considerations and uses passwords to protect patient confidentiality. Conclusion The early experiences in Applied Informatics at UHS/CMS have been positive both at the pre-clinical and clinical levels of the medical curriculum. This may be attributed to the pace and collaborative approach we have adopted, especially as we have, at each step, pondered to ensure that the training focus remained on health sciences complemented with an added skill in informatics. It has, at all times, been our objective to enable the physicians of the future to access all available data and to make all their clinical decisions as choices and not take chances. References 1. Association of American Medical Colleges. Physicians for the Twenty-First Century: The GPEP report: Report of the Panel on the general professional education of the physician and college preparation for medicine. Washington, D.C., Association of American Medical Colleges Association of American Medical Colleges. Medical Informatics in the Information Age. Proc. of Symposium on Medical Informatics, Washington, D.C.; Association of American Medical Colleges Ball MJ, Douglas JV. Informatics in professional education. Methods Inf Med 1989; 28: Ball MJ, Douglas JV. Informatics programs in the United States and abroad. MD Comput 1990; 7: Frisse ME. Medical informatics in academic health science centers. Acad Med 1992; 67: Hasman A. Description of a blockcourse in medical informatics. Methods Inf Med 1989; 28: Jennett PA, Edworthy SM, Rosenal TW, Maes WR, Yee N, Jardine PG. Preparing doctors for tomorrow: information management as a theme in undergraduate medical education. Med Educ 1991; 25: Nayemi-Rad F, Trace D, Carmony L, Evens M, et. al. Steps in implementing a multi-user integrated electronic medical record. In: Lun KC, Degoulet P, Piemme T, Rienhoff O (eds). Proceedings of Seventh World Conference on Medical Informatics MEDINFO 92. North-Holland, Amsterdam. 1992; 1: Greenes RA, Shortliffe EH. Medical informatics. An emerging academic discipline and institutional priority. JAMA 1990; 263: Möhr JR. Teaching medical informatics: teaching on the seams of disciplines, cultures, traditions. Methods Inf Med 1989; 28:

6 6 11. Jones R. Health informatics in the undergraduate curriculum [letter; comment]. BMJ 1991; 303: Burrows S, Ginn DS, Love N, Williams TL. A strategy for curriculum integration of information skills instruction. Bull Med Libr Assoc 1989; 77: Grëmy F. Crisis of meaning and medical informatics education: a burden and/or a relief? Methods Inf Med 1989; 28: Kluge EH. Medical informatics and education: the profession as gate-keeper. Methods Inf Med 1989; 28: Ben-Bassat, M., Carlson, R.W., Puri VK., Davenport MD., Schrivwe JA, Latif M., Mith R., Portigal LD., Lipnick EH., Weil MH. Pattern-Based Interactive Diagnosis of Multiple Disorders: The MEDAS System. IEEE Transactions on Pattern Analysis and Machine Intelligence. PAMI- 1,2, Miller, R.A.., Masarie Jr, FE: Use of the Quick Medical Reference (QMR) Program as a Tool for Medical Education. Methods of Information in Medicine 1989; Barnett, G. Octo, Cimino, J.J., Hupp, J.A., Hoffer, E.P.: DXplain-An Evolving Diagnostic Decision-Support System. JAMA 1987; Warner, H.R., Haug, P. Bouhaddou, O., Lincoln, M. Warner Jr, H. Sorenson, D., Williamson, J. W., Fan, C. Iliad As An Expert Consultant to Teach Different Diagnosis. Department of Medical Informatics, University of Utah School of Medicine; Weed, L. Problem-Knowledge Couplers: Philosophy, Use and Interpretation: PKC Corporation.

Vanderbilt University Biomedical Informatics Graduate Program (VU-BMIP) Proposal Executive Summary

Vanderbilt University Biomedical Informatics Graduate Program (VU-BMIP) Proposal Executive Summary Vanderbilt University Biomedical Informatics Graduate Program (VU-BMIP) Proposal Executive Summary Unique among academic health centers, Vanderbilt University Medical Center entrusts its Informatics Center

More information

Teaching of Medical Informatics in UME-21 Medical Schools: Best Practices and Useful Resources

Teaching of Medical Informatics in UME-21 Medical Schools: Best Practices and Useful Resources S68 January 2004 Supplement Family Medicine Teaching of Medical Informatics in UME-21 Medical Schools: Best Practices and Useful Resources Craig L. Gjerde, PhD; Catherine F. Pipas, MD; Margaret Russell,

More information

Providence- OHSU Informatics Course

Providence- OHSU Informatics Course Providence- OHSU Course Logistics, Detailed Curriculum, Learning Objectives, and Other Information William Hersh, M.D. Department of Medical & Clinical Epidemiology Oregon Health & Science University Course

More information

Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics

Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics This document has been published in Methods of Information in Medicine 39(2000), 267-277. Updated version October 2000, with corrections in footnote of section 4.2 Recommendations of the International

More information

Goal 2. To produce humanitarian physicians with high moral and ethical standards.

Goal 2. To produce humanitarian physicians with high moral and ethical standards. THE ASK CURRICULUM The central challenge of the modern medical curriculum is to educate future physicians who will continue to learn throughout their careers. The curriculum of the Robert Wood Johnson

More information

Nurse Practitioner Student Learning Outcomes

Nurse Practitioner Student Learning Outcomes ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,

More information

Biomedical Informatics: Computer Applications in Health Care and Biomedicine

Biomedical Informatics: Computer Applications in Health Care and Biomedicine An Overview of Biomedical Date 1/19/06 Biomedical : Computer Applications in Health Care and Biomedicine Edward H. Shortliffe, MD, PhD Department of Biomedical Columbia University Asian Pacific Association

More information

MD/MPH. dual degree program. UMDNJ-Robert Wood Johnson Medical School and UMDNJ-School of Public Health

MD/MPH. dual degree program. UMDNJ-Robert Wood Johnson Medical School and UMDNJ-School of Public Health MD/MPH dual degree program UMDNJ-Robert Wood Johnson Medical School and UMDNJ-School of Public Health M.D./M.P.H. DUAL DEGREE PROGRAM UMDNJ-Robert Wood Johnson Medical School and UMDNJ-School of Public

More information

College of Pharmacy. Pharmacy Practice and Science

College of Pharmacy. Pharmacy Practice and Science 520 SPECIAL TOPICS IN PHARMACY LAW. (2) Discussion of the legal framework and special legal issues in pharmacy practice. Topics will include application of antitrust laws to pharmacy, patent and trademark

More information

Health Management and Informatics

Health Management and Informatics Health Management and Informatics Active Teaching Disciplines For Administrative Use Only Please do not edit CIP Code Description NCES Definition For more information on the NCES CIP taxonomy, see http://nces.ed.gov/ipeds/cipcode/default.aspx?y=55

More information

Post Graduate/APRN Certificate Programs

Post Graduate/APRN Certificate Programs POST-GRADUATE CERTIFICATE Post Graduate/APRN Certificate Programs Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in

More information

HAP 554 53526 B Research Writing for Health Professionals Online J. Cawley -----

HAP 554 53526 B Research Writing for Health Professionals Online J. Cawley ----- Stony Brook University PA Post-Professional Masters Program Current Course Offerings (courses are subject to change) Bold courses are core courses for the PA Post-Professional Masters Program Asterisk

More information

STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES

STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES WHY AT UOW Psychology at UOW connects you with people, programs and technology to enhance your learning experience. 1. RECOGNISED AUSTRALIA-WIDE When peak

More information

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations

More information

Criteria for Accrediting Computer Science Programs Effective for Evaluations during the 2004-2005 Accreditation Cycle

Criteria for Accrediting Computer Science Programs Effective for Evaluations during the 2004-2005 Accreditation Cycle Criteria for Accrediting Computer Science Programs Effective for Evaluations during the 2004-2005 Accreditation Cycle I. Objectives and Assessments The program has documented, measurable objectives, including

More information

RN-MS Program. Purpose. Admission Requirements. State Requirements for Online/Distance Education. Degree Requirements

RN-MS Program. Purpose. Admission Requirements. State Requirements for Online/Distance Education. Degree Requirements RN-MS PROGRAM RN-MS Program Purpose This accelerated program is designed for the experienced, practicing registered nurse who plans to continue nursing studies through the master's level and does not hold

More information

UMD Department of Mechanical and Industrial Engineering

UMD Department of Mechanical and Industrial Engineering UMD Department of Mechanical and Industrial Engineering Indices and Standards for Tenure and Promotion to Professor as Required by Section 7.12 of the Board of Regents Policy on Faculty Tenure (June 10,

More information

Physician Assistant Studies

Physician Assistant Studies Physician Assistant Studies Physician Assistant Phone: (540) 568-8171 Website: http://www.jmu.edu/heathsci/paweb Interim Academic Unit Head Dr. Paula Maxwell Graduate Program Director Mr. James Hammond,

More information

Australian Health Informatics Educational Framework

Australian Health Informatics Educational Framework Australian Health Informatics Educational Framework Dr Sebastian Garde, Prof. Evelyn Hovenga, Faculty of Informatics and Communication, Central Queensland University, Rockhampton Health Professionals increasingly

More information

Master in Clinical Nursing - Critical Care Nursing

Master in Clinical Nursing - Critical Care Nursing Master in Clinical Nursing - Critical Care Nursing Introduction: Health care is undergoing dramatic changes at a speed that makes it almost impossible to remain current and proactive. The chaos and multiple

More information

Doctor of Philosophy in Informatics

Doctor of Philosophy in Informatics Doctor of Philosophy in Informatics 2014 Handbook Indiana University established the School of Informatics and Computing as a place where innovative multidisciplinary programs could thrive, a program where

More information

University of Kentucky 2004-2005 Undergraduate Bulletin 1

University of Kentucky 2004-2005 Undergraduate Bulletin 1 317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational

More information

Biomedical Informatics: Its Scientific Evolution and Future Promise. What is Biomedical Informatics?

Biomedical Informatics: Its Scientific Evolution and Future Promise. What is Biomedical Informatics? Biomedical : Its Scientific Evolution and Edward H. Shortliffe, MD, PhD Professor of Biomedical Arizona State University Professor of Basic Medical Sciences and of Medicine University of Arizona College

More information

QUESTIONS FOR The Commonwealth Medical College

QUESTIONS FOR The Commonwealth Medical College Page 1 QUESTIONS FOR The Commonwealth Medical College PROCESS OF CURRICULUM REDESIGN Why did you redesign your curriculum? What were your goals? What was the timeframe? What lessons were learned while

More information

School of Public Health and Health Services. Doctor of Public Health Health Behavior Department of Prevention and Community Health.

School of Public Health and Health Services. Doctor of Public Health Health Behavior Department of Prevention and Community Health. School of Public Health and Health Services Doctor of Public Health Health Behavior Department of Prevention and Community Health 2014 Note: All curriculum revisions will be updated immediately on the

More information

An interdisciplinary model for analytics education

An interdisciplinary model for analytics education An interdisciplinary model for analytics education Raffaella Settimi, PhD School of Computing, DePaul University Drew Conway s Data Science Venn Diagram http://drewconway.com/zia/2013/3/26/the-data-science-venn-diagram

More information

Biomedical Imaging and the Evolution of Medical Informatics. Foreword Submitted to Special Issue of. Computerized Medical Imaging and Graphics

Biomedical Imaging and the Evolution of Medical Informatics. Foreword Submitted to Special Issue of. Computerized Medical Imaging and Graphics Biomedical Imaging and the Evolution of Medical Informatics Foreword Submitted to Special Issue of Computerized Medical Imaging and Graphics on Medical Image Databases Smadar Shiffman, M.S. and Edward

More information

EXECUTIVE SUMMARY. Information Literacy Program of the A.C. Buehler Library at Elmhmst College, Elmhurst, Illinois

EXECUTIVE SUMMARY. Information Literacy Program of the A.C. Buehler Library at Elmhmst College, Elmhurst, Illinois ACRL Best Practices in Information Literacy Invitational Conference Application, 2002 Program and Institution: EXECUTIVE SUMMARY Information Literacy Program of the A.C. Buehler Library at Elmhmst College,

More information

Medical School Objectives Project: Medical Informatics Objectives. I. Introduction

Medical School Objectives Project: Medical Informatics Objectives. I. Introduction Medical School Objectives Project: Medical Informatics Objectives I. Introduction The Medical Informatics Advisory Panel was charged to provide guidance on learning objectives related to medical informatics.

More information

Health Informatics Master Program at King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia

Health Informatics Master Program at King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia 145 2008 IMIA and Schattauer GmbH Health Informatics Master Program at King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia M. Altwaijiri, B. Aldosari College of Public Health and

More information

The Follow up note: Format and Requirements, Specifications for the Computerized Medical Record

The Follow up note: Format and Requirements, Specifications for the Computerized Medical Record The Follow up note: Format and Requirements, Specifications for the Computerized Medical Record Kim Charles Meyers, MD 1, Andrew S. Kanter, MD, MPH 2, Regis Charlot, MS 2, Frank Naeymi-Rad, PhD 2 1 Evanston

More information

College of Education. School Administration

College of Education. School Administration 401 THE PROFESSIONAL TEACHER: LEGAL PERSPECTIVES. (1) Study of legal concerns of public school teachers. Emphasizes legal rights and responsibilities of teachers and pupils. Lecture, two hours per week

More information

Dear Prospective Student,

Dear Prospective Student, Dear Prospective Student, Congratulations on taking the first steps to applying to Weill Cornell Medical College in Qatar! This brochure will help you to understand the steps and requirements of the application

More information

Accreditation of health informatics programs: How to accomplish? A.Hasman VP Special Affairs IMIA

Accreditation of health informatics programs: How to accomplish? A.Hasman VP Special Affairs IMIA Accreditation of health informatics programs: How to accomplish? A.Hasman VP Special Affairs IMIA Introduction There are many institutions throughout the world that provide one or more programs in (bio)medical

More information

Health Management and Policy

Health Management and Policy University of Iowa 2015-16 General Catalog 1 Health Management and Policy Head Keith J. Mueller Graduate degrees: M.H.A.; M.S. in health policy; Ph.D. in health services and policy Faculty: http://www.public-health.uiowa.edu/hmp-facultylist/

More information

13. COMPUTER AND INFORMATION TECHNOLOGY SKILLS OF FIRST YEAR MEDICAL AND DENTAL STUDENTS AT CMC LUDHIANA

13. COMPUTER AND INFORMATION TECHNOLOGY SKILLS OF FIRST YEAR MEDICAL AND DENTAL STUDENTS AT CMC LUDHIANA Health Administrator Vol: XVII, Number 1: 54-58, pg. 13. COMPUTER AND INFORMATION TECHNOLOGY SKILLS OF FIRST YEAR MEDICAL AND DENTAL STUDENTS AT CMC LUDHIANA * Dr Rajiv Arora Abstract: This study was conducted

More information

Students who successfully complete the Health Science Informatics major will be able to:

Students who successfully complete the Health Science Informatics major will be able to: Health Science Informatics Program Requirements Hours: 72 hours Informatics Core Requirements - 31 hours INF 101 Seminar Introductory Informatics (1) INF 110 Foundations in Technology (3) INF 120 Principles

More information

Concept Paper. II. Abstract

Concept Paper. II. Abstract Concept Paper I. Proposal for a B.S. in Environmental Studies Submitted by the Department of Science, Technology & Society (STS)/Public Policy RIT College of Liberal Arts II. Abstract This document summarizes

More information

M.S.N. Graduate Program

M.S.N. Graduate Program M.S.N. Graduate Program Graduate Program Mission The Saint Luke s College of Health Sciences is an educational leader serving exceptional students pursuing a graduate nursing degree. An institution of

More information

Learning Outcomes Data for the Senate Committee on Instructional Program Priorities

Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Baccalaureate of Science in Nursing Registered Nurse to Baccalaureate of Science in Nursing (RN to BSN) Program

More information

College of Communications and Information Studies

College of Communications and Information Studies 510 CHILDREN S LITERATURE AND RELATED MATERIALS. (3) A survey of children s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and

More information

College of Communication and Information. Library and Information Science

College of Communication and Information. Library and Information Science 510 CHILDREN S LITERATURE AND RELATED MATERIALS. (3) A survey of children s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and

More information

SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT

SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT INTRODUCTION: PURPOSE OF THIS DOCUMENT Because the School of Communication requires both

More information

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP) DOCTOR OF NURSING PRACTICE (DNP) Doctor of Nursing Practice (DNP) Purpose The distance education program leading to the Doctor of Nursing Practice degree at Wilkes University is linked to the mission statements

More information

Medical Informatics For Medical Students And Medical Practitioners Jai MOHAN

Medical Informatics For Medical Students And Medical Practitioners Jai MOHAN Review Article IeJSME 2010: 4 (1): 2-6 Medical Informatics For Medical Students And Medical Practitioners Jai MOHAN The importance of incorporating medical (or health) informatics into the education of

More information

Programme Specifications

Programme Specifications Programme Specifications MASTER OF PHILOSOPHY IN PUBLIC HEALTH 1 Awarding body University of Cambridge 2 Teaching institution Department of Public Health & Primary Care 3 Accreditation details None 4 Name

More information

2006-1403: INTEGRATION OF MEDICAL INFORMATICS INTO COMPUTER SCIENCE CURRICULUM

2006-1403: INTEGRATION OF MEDICAL INFORMATICS INTO COMPUTER SCIENCE CURRICULUM 2006-1403: INTEGRATION OF MEDICAL INFORMATICS INTO COMPUTER SCIENCE CURRICULUM Amjad Zaim, University of Texas-Brownsville Juan Iglesias, University of Texas-Brownsville Mahmoud Quweider, University of

More information

Medical Education in the United States, in the United Kingdom and in Japan. Nayuta Saito. The Jikei University School of Medicine. Anes 140.

Medical Education in the United States, in the United Kingdom and in Japan. Nayuta Saito. The Jikei University School of Medicine. Anes 140. Medical Education in the United States, in the United Kingdom and in Japan Nayuta Saito The Jikei University School of Medicine Anes 140.01 Rotation: June 9 - July 3, 2008 I am a medical student in Tokyo,

More information

Medical Informatics in Healthcare Organizations: A Survey of Healthcare Information Managers

Medical Informatics in Healthcare Organizations: A Survey of Healthcare Information Managers Medical Informatics in Healthcare Organizations: A Survey of Healthcare Information Managers Jeremiah H. Sable, MD, MHA, Joseph W. Hales, PhD, Kenneth D. Bopp, PhD Department of Health Management and Informatics

More information

Academic Program Review SUMMARY*

Academic Program Review SUMMARY* Academic Program Review SUMMARY* Department under review: Physician s Assistant Program Date self-study received in Dean s office: August 2012 Date of external consultant s review: April 2010 Date APR

More information

Graduate Education in Public Health

Graduate Education in Public Health Graduate Education in Public Health Anne Sebert Kuhlmann, MPH, PhD Lecturer, Department of Anthropology Lecturer & Assistant Dean for Public Health, The Brown School October 24, 2011 In the 20 th century,

More information

Design of a Decision Support System in Electronic Medical Record Using Structured Query Language

Design of a Decision Support System in Electronic Medical Record Using Structured Query Language DOI: 10.7763/IPEDR. 2013. V63. 3 Design of a Decision Support System in Electronic Medical Record Using Structured Query Language Muhammad Asif +, Mohammad Jamil Sawar, and Umair Abdullah Barani Institute

More information

Winona State University - Rochester 859 30th Avenue SE, Rochester, MN 55904 507.285.7473 or 800.366.5418 x7473 GRADUATE PROGRAMS IN NURSING

Winona State University - Rochester 859 30th Avenue SE, Rochester, MN 55904 507.285.7473 or 800.366.5418 x7473 GRADUATE PROGRAMS IN NURSING Winona State University - Rochester 859 30th Avenue SE, Rochester, MN 55904 507.285.7473 or 800.366.5418 x7473 GRADUATE PROGRAMS IN NURSING THANK YOU for your interest in Winona State University s Graduate

More information

October, 1987. August 1981 October 1987 updated

October, 1987. August 1981 October 1987 updated October, 1987 Criteria for Appointment or Promotion to Tenure of Faculty of the School of Veterinary Medicine Heavily Engaged in Clinical Teaching* The School of Veterinary Medicine is heavily engaged

More information

GRADUATE FACULTY COUNCIL DOC. NO. 772 Approved January 25, 1999

GRADUATE FACULTY COUNCIL DOC. NO. 772 Approved January 25, 1999 GRADUATE FACULTY COUNCIL DOC. NO. 772 Approved January 25, 1999 RECOMMENDATIONS OF THE FACULTY OF THE SCHOOL OF ALLIED HEALTH PROFESSIONS FOR A PRELIMINARY ENTITLEMENT TO DEVELOP A PROPOSAL FOR A MASTER

More information

*University of Health Sciences/The Chicago Medical School **Illinois Institute of Technology (312) 578-3213 ABSTRACT INTRODUCTION.

*University of Health Sciences/The Chicago Medical School **Illinois Institute of Technology (312) 578-3213 ABSTRACT INTRODUCTION. MAINTAINING A KNOWLEDGE BASE USING THE MEDAS KNOWLEDGE ENGINEERING TOOLS Frank Naeymi-Rad*, Martha Evens**, Timothy Koschmann* Chui-Mei Lee* Rao Y.C Gudipati *, Theresa Kepic*, Eric Rackow*, Max Harry

More information

Course Curriculum for Master Degree in Nursing/Adult Acute Care Nursing

Course Curriculum for Master Degree in Nursing/Adult Acute Care Nursing Course Curriculum for Master Degree in /Adult Acute Care The Master Degree in /Adult Acute Care, is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon

More information

School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology

School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology EPSY 5491 - School Psychology Internship EPSY 6491 - Doctoral Internship in School Psychology Credit Hours - 3 to 6 Director of Internship - Thomas J. Kehle, Ph.D. School Psychology Program Department

More information

Counseling Psychology, M.Ed.

Counseling Psychology, M.Ed. Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree

More information

Master s Entry into Nursing. Academic Manual 2015-2016

Master s Entry into Nursing. Academic Manual 2015-2016 Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the

More information

Healthcare Administration

Healthcare Administration University of Illinois at Chicago 1 Healthcare Administration Mailing Address: MHA Program Division of Health Policy and Administration School of Public Health (MC 923) 1603 West Taylor Street Chicago,

More information

(Revised Curriculum 2008)

(Revised Curriculum 2008) Master of Nursing Science Program in Community Nurse Practitioner (Revised Curriculum 2008) Curriculum Master of Nursing Science Program in Community Nurse Practitioner Academic Degree Master of Nursing

More information

Education Goals and Objectives in Physical Medicine and Rehabilitation for the Medical School Graduate

Education Goals and Objectives in Physical Medicine and Rehabilitation for the Medical School Graduate Education Goals and Objectives in Physical Medicine and Rehabilitation for the Medical School Graduate Medical student education in Physical Medicine and Rehabilitation has been a favored topic for over

More information

REVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001

REVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001 REVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF EDUCATION AND THE

More information

I. Proposal To Expand the Current Biomedical Informatics Graduate Certificate and Rename It as Informatics Graduate Certificate

I. Proposal To Expand the Current Biomedical Informatics Graduate Certificate and Rename It as Informatics Graduate Certificate I. Proposal To Expand the Current Biomedical Informatics Graduate Certificate and Rename It as Informatics Graduate Certificate Introduction This is a proposal to: a) expand the existing Biomedical Informatics

More information

HUMAN GENETICS AND GENOMICS

HUMAN GENETICS AND GENOMICS Human Genetics and Genomics HUMAN GENETICS AND GENOMICS http://biomed.med.miami.edu/graduate-programs/human-genetics-andgenomics Overview The Interdepartmental PhD Program in Human Genetics and Genomics

More information

Health Policy and Administration (HPA)

Health Policy and Administration (HPA) University of Illinois at Chicago 1 Health Policy and Administration (HPA) Courses HPA 400. Principles of Management in Public Health. 3 A detailed discussion of the conceptual and theoretical foundations

More information

Doctor of Nursing Science PROGRAM COURSES

Doctor of Nursing Science PROGRAM COURSES Doctor of Nursing Science PROGRAM COURSES Core Courses Credits Comprehensive Clinical Reasoning 3 Health & Wellness Theory & Practice 3 Healthcare Systems & Management 3 Ethical Issues in Nursing Practice

More information

Master of Nursing Science Program in Mental Health and Psychiatric Nursing

Master of Nursing Science Program in Mental Health and Psychiatric Nursing Master of Nursing Science Program in Mental Health and Psychiatric Nursing Curriculum Master of Nursing Science Program in Mental Health and Psychiatric Nursing Academic Degree Master of Nursing Science

More information

Interdisciplinary Education

Interdisciplinary Education F E A T U R E I N N O V A T I O N A N D L E A D E R S H I P Interdisciplinary Education THE SCHOOL IS IMPLEMENTING a number of innovative programs that integrate the latest advances in healthcare knowledge

More information

PHYSICIAN ASSISTANT STUDIES

PHYSICIAN ASSISTANT STUDIES Springfield College Graduate Program in PHYSICIAN ASSISTANT STUDIES This is where you belong. I chose Springfield College for my graduate studies based on the great reputation the program has and how confident

More information

Psychology. Academic Requirements. Academic Requirements. Career Opportunities. Minor. Major. Mount Mercy University 1

Psychology. Academic Requirements. Academic Requirements. Career Opportunities. Minor. Major. Mount Mercy University 1 Mount Mercy University 1 Psychology The psychology major presents a scientific approach to the study of individual behavior and experience. The goal of the major is to provide an empirical and theoretical

More information

244CW Master of Public Health

244CW Master of Public Health 244CW Master of Public Health Year and Campus: 2016 - Parkville CRICOS Code: Fees Information: Level: Duration & Credit 020358D Subject EFTSL, Level, Discipline & Census Date, http://enrolment.unimelb.edu.au/fees

More information

American Academy of Pediatrics Bioethics Resident Curriculum: Case-Based Teaching Guides

American Academy of Pediatrics Bioethics Resident Curriculum: Case-Based Teaching Guides American Academy of Pediatrics Bioethics Resident Curriculum: Case-Based Teaching Guides Session 1. Ethics Education and Available Resources Douglas J. Opel, MD, MPH, FAAP Overview Bioethics is relevant

More information

Information about the elective has appeared in the literature previously, in 1996 and 2005 (2,3); this paper updates those publications.

Information about the elective has appeared in the literature previously, in 1996 and 2005 (2,3); this paper updates those publications. Title: Transforming the Computers & Medical Information Elective Speaker: Gale G. Hannigan, PhD,MPH,MLS,AHIP, Texas A&M Medical Sciences Library, College Station, TX, USA Author: Gale G. Hannigan Abstract:

More information

Advancing Interprofessional Clinical Prevention and Population Health Education

Advancing Interprofessional Clinical Prevention and Population Health Education Advancing Interprofessional Clinical Prevention and Population Health Education Curriculum Development Guide for Health Professions Faculty Linking the Clinical Prevention and Population Health Curriculum

More information

A Career in Pediatric Hematology-Oncology? Think About It...

A Career in Pediatric Hematology-Oncology? Think About It... A Career in Pediatric Hematology-Oncology? Think About It... What does a pediatric hematologist-oncologist do? What kind of training is necessary? Is there a future need for specialists in this area? T

More information

Specialty Practice Master of Nursing Science (MSN) Programs 2014-2015

Specialty Practice Master of Nursing Science (MSN) Programs 2014-2015 Specialty Practice Master of Nursing Science (MSN) Programs 2014-2015 Updated June 6, 2014 1 P a g e Table of Contents General Information... 3 Program Objectives...3 MSN Curriculum Overview...3 Clinical

More information

What is Public Health?

What is Public Health? What is Public Health? Mission: Public health fulfills society's interest in assuring conditions in which people can be healthy. Public health is the study of populations. Medicine investigates illness

More information

Informatics Competencies -- Developmental Milestones and Assessment Strategies

Informatics Competencies -- Developmental Milestones and Assessment Strategies Informatics Competencies -- Developmental Milestones and Assessment Strategies 1. Patient Care Informatics Competencies 1.1. Identify the types of information needed for appropriate documentation and document

More information

Bioethics education in Preclinical medical curriculum: Review

Bioethics education in Preclinical medical curriculum: Review Review article: Bioethics education in Preclinical medical curriculum: Review 1Tayade Motilal C, 2 Latti Ramchandra G 1Assistant Professor and PhD Scholar, Department of Physiology, Rural Medical College,

More information

Introduction to BS- IHS Online Bachelor s Completion Program

Introduction to BS- IHS Online Bachelor s Completion Program Introduction to BS- IHS Online Bachelor s Completion Program Program Description W elcome to the on- line version of the Bachelor of Science in Interdisciplinary Health Services Program, an academic program

More information

A Web Based Mumps Virtual Machine

A Web Based Mumps Virtual Machine A Web Based Mumps Virtual Machine Kevin C. O'Kane, Computer Science Dept., University of Northern Iowa, Cedar Falls, IA 50614 Elizabeth E. McColligan, Datamedic Corp., 51 Sawyer Rd, Waltham, MA 02154 Abstract

More information

George Hack, PhD. hackg@phhp.ufl.edu Cell: 352-256-4785. 9007 SW 132 Street Archer, Florida 32618 EDUCATION

George Hack, PhD. hackg@phhp.ufl.edu Cell: 352-256-4785. 9007 SW 132 Street Archer, Florida 32618 EDUCATION George Hack, PhD 9007 SW 132 Street Archer, Florida 32618 hackg@phhp.ufl.edu Cell: 352-256-4785 EDUCATION Doctor of Philosophy: (Summer 2004), Gainesville, Florida Focus: Educational Technology/Instructional

More information

The graduate training in medical information sciences in the Academic Medical Centre at the University of Amsterdam

The graduate training in medical information sciences in the Academic Medical Centre at the University of Amsterdam International Journal of Medical Informatics 50 (1998) 151 157 The graduate training in medical information sciences in the Academic Medical Centre at the University of Amsterdam L.N. Bouman a, *, J.H.N.

More information

The Teaching Nursing Home (?) PAUL R. KATZ, MD, CMD PROFESSOR OF MEDICINE UNIVERSITY OF TORONTO BAYCREST GERIATRIC HEALTH CARE SYSTEM

The Teaching Nursing Home (?) PAUL R. KATZ, MD, CMD PROFESSOR OF MEDICINE UNIVERSITY OF TORONTO BAYCREST GERIATRIC HEALTH CARE SYSTEM The Teaching Nursing Home (?) PAUL R. KATZ, MD, CMD PROFESSOR OF MEDICINE UNIVERSITY OF TORONTO BAYCREST GERIATRIC HEALTH CARE SYSTEM Consequences of the Geriatric Tsunami Number of older adults with two

More information

Kaplan University School of Nursing

Kaplan University School of Nursing Kaplan University School of Nursing 2013 2014 School Overview healthcare.kaplan.edu 866.583.6765 (Toll Free) healthcare.kaplan.edu 2 Contents Our Goal... 5 Kaplan University History... 6 School of Nursing

More information

Standards for Accreditation of Master's Programs in Library & Information Studies

Standards for Accreditation of Master's Programs in Library & Information Studies Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association

More information

American psychological association 2012. Guidelines. for Preparing High School. Course-Based and Standards-Based Approaches

American psychological association 2012. Guidelines. for Preparing High School. Course-Based and Standards-Based Approaches American psychological association 2012 Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches Guidelines for Preparing High School Psychology Teachers: Course-Based

More information

Kaplan University School of Nursing

Kaplan University School of Nursing Kaplan University School of Nursing 2013 School Overview healthcare.kaplan.edu Contents Who We Are... 5 Our Goal... 5 Kaplan University History... 6 School of Nursing Mission... 6 School of Nursing Philosophy...

More information

DIABLO VALLEY COLLEGE CATALOG 2015-2016

DIABLO VALLEY COLLEGE CATALOG 2015-2016 GEOGRAPHY GEOG Tish Young, Dean Physical Sciences and Engineering Division Physical Sciences Building, Room 263 Possible career opportunities Geography is an interdisciplinary study focusing on the spatial

More information

FIVE REASONS TO STUDY PSYCHOLOGY AT UOW

FIVE REASONS TO STUDY PSYCHOLOGY AT UOW CONNECT: WELCOME Psychology, as an academic discipline, is the study of the human mind and behavior. We study both the why and how of human behavior. We try to understand how the human mind gives rise

More information

PhD School. Bocconi University Contact Center 02 5836.3434 (from Italy) +39 02 5836.3535 (from abroad) Skype: www.unibocconi.

PhD School. Bocconi University Contact Center 02 5836.3434 (from Italy) +39 02 5836.3535 (from abroad) Skype: www.unibocconi. Bocconi University Contact Center 02 5836.3434 (from Italy) +39 02 5836.3535 (from abroad) Skype: www.unibocconi.eu/contactcenter PhD School Office via Röntgen 1 20136 Milan, Italy Administrative Assistant:

More information

Master of Physician Assistant Studies Course Descriptions for Year I

Master of Physician Assistant Studies Course Descriptions for Year I FALL TERM COURSES: Master of Physician Assistant Studies Course Descriptions for Year I PHAC 7230 Fundamentals in Pharmacology for Health Care I Credit Hrs: 3 This course will build on foundational knowledge

More information

Courses Description Bachelor Degree in Social Work

Courses Description Bachelor Degree in Social Work Courses Description Bachelor Degree in Social Work Introduction to Social Work 2701101 Understanding the history of social work profession. Other topics include the philosophy, principles and ethics of

More information

Integration of Mathematical Concepts in the Computer Science, Information Technology and Management Information Science Curriculum

Integration of Mathematical Concepts in the Computer Science, Information Technology and Management Information Science Curriculum Integration of Mathematical Concepts in the Computer Science, Information Technology and Management Information Science Curriculum Donald Heier, Kathryn Lemm, Mary Reed, Erik Sand Department of Computer

More information

College of Communication and Information. Library and Information Science

College of Communication and Information. Library and Information Science 510 CHILDREN S LITERATURE AND RELATED MATERIALS. (3) A survey of children s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and

More information

Complementary and Alternative Medicine (CAM)

Complementary and Alternative Medicine (CAM) THE JOURNAL OF ALTERNATIVE AND COMPLEMENTARY MEDICINE Volume 16, Number 5, 2010, pp. 601 605 ª Mary Ann Liebert, Inc. DOI: 10.1089=acm.2009.0276 Education, Initiatives, and Information Resources Developing

More information