ASSESSMENT OF HEALTH INFORMATICS COMPETENCIES IN TRAINING OF UNDERGRADUATE HEALTHCARE PROFESSIONALS IN RWANDA

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1 ASSESSMENT OF HEALTH INFORMATICS COMPETENCIES IN TRAINING OF UNDERGRADUATE HEALTHCARE PROFESSIONALS IN RWANDA Case of University of Rwanda, College of Medicine and Health Sciences Presenter : NISHIMWE AURORE

2 INTRODUCTION Health Informatics represents the intersection of medicine and information science. It involves the technology used to store and retrieve patient data, and the skills to use such technology both proficiently and critically. 2

3 BACKGROUND Evidence shows that Information technology has the potential to facilitate patient care delivery by: increasing time spent in direct patient care improving decision making reducing duplicate work decreasing medical errors and minimizing time spent on documentation. The International Medical Informatics Association (IMIA) has provided a set of recommendations that emphasizes inclusion of content of biomedical and health informatics competencies in all health care professional undergraduate curricula (Mantas et al. 2010). 3

4 BACKGROUND CONT In Africa, from a report of IST- Africa consortium emphasizes on ICT incorporated in health sector as a priority of all African countries. In Rwanda Health information technology is a quickly growing industry with a five year national ehealth strategic plan well designed. There are six significant entities in health information technology in Rwanda to date: EHRs systems(openmrs, OpenCLINIC) TracPlus and TRACnet CAMERWA Drug and medical supply management system; Telemedicine Health Management Information Systems (HMIS) E-Learning use of ICT in instruction of A2-level nurses for promotion to A1. 4

5 PROBLEM STATEMENT AND OBJECTIVE PROBLEM STATEMENT As more health information technologies become part of the healthcare environment, the need for well-trained healthcare professionals emerges. Healthcare professionals often lack knowledge and skills for systematically processing patients data and information. Undergraduate curricula have not yet been analyzed for the presence of fundamentals in Health Informatics. OBJECTIVE The aim of the current study was to assess health informatics competencies in existing curricula for training undergraduate health care professionals in Rwanda. 5

6 METHODOLOGY A descriptive cross sectional study with a review of document approach was conducted. Using a census method, the study assessed 30 curricula designed for training undergraduate health care professionals in UR, College of Medicine and Health Sciences for academic year Data collection used a standardized questionnaire designed according to Recommendations of the IMIA on Education for health care professionals SPSS 21 was used for data coding, processing and analysis. And Frequency tables were used to summarise data. One-way ANOVA was used to compare means differences across schools and undergraduate programmes. 6

7 RESULTS: FREQUENCY OF EXISTENCE IN CURRICULA (>50%) 23 COMPETENCIES WERE TO BE ASSESSED Competencies n=30 Yes n (%) No n (%) Evolution of informatics 19 (63.3) 11 (36.7) use of information processing 20 (66.7) 10 (33.3) tools Use of personal application 21 (70%) 9 (30%) software Information systems in health 18 (60) 12 (40) care Management of information 18 (60) 12 (40) systems Health records 17 (56.7) 13 (43.3) Ethical and security issues 18 (60) 12 (40) Evidence-based medicine 18 (60) 12 (40) Basic informatics 21 (70) 9 (30) terminology use personal computers 21 (70) 9 (30) communicate electronically 21 (70) 9 (30) 7

8 LOW RANK COMPETENCIES (<=50%) Competencies (n = 30) Yes n (%) No n (%) Systematic information processing 3 (10) 27 (90) Information literacy 4 (13.3) 26 (86.7) Regional networking and shared care 14 (46.7) 16 (53.3) health data management principles 5 (16.7) 25 (83.3) Socio-organizational and socio-technical issues 0 (0) 30 (100) Human functioning and biosciences 4 (13.3) 26 (86.7) Fundamentals of what constitutes health 4 (13.3) 26 (86.7) Medical decision-making 2 (6.7) 28 (93.3) Organisation of health institutions 5 (16.7) 25 (83.3) Information system life cycle 4 (13.3) 26 (86.7) Project and change management 0 (0) 30 (100) 8 Methods for decision support 1 (3.3) 29 (96.7)

9 MULTIPLE COMPARISONS OF SCHOOLS Domain-areas Schools Mean SD F Sign. Biomedical and Health Informatics Core Knowledge and Skills Medicine, Health and Biosciences, Health System Organisation Informatics/ Computer Science, Mathematics, Biometry Medicine and Pharmacy Health Sciences Nursing and Midwifery Dentistry Community Health Development Medicine and Pharmacy * Health Sciences Nursing and Midwifery Dentistry Community Health Development Medicine and Pharmacy Health Sciences Nursing and Midwifery Dentistry C i l h l

10 Table 4. 11: Multiple comparisons of Schools for the area of Medicine, Health and Biosciences, Health System Organisation Schools Medicine and Pharmacy Nursin g and Midwif ery Dentistry Commun ity Health Develop ment Health Sciences Medicine and Pharmacy Nursing and Midwifery * 0.000* 0.000* 0.000* 0.001* Dentistry 0.000* Community Health Development 0.000* Health Sciences 0.000*

11 MULTIPLE COMPARISONS OF PROGRAMS Domain-areas Programs Mean SD F Biomedical and Health Informatics Core Knowledge and Skills Medicine, Health and Biosciences, Health System Organisation Informatics/ Computer Science, Mathematics, Biometry Sign Bachelor`s Degree Bachelor`s Degree honours Advanced Diploma Bridging Program Bachelor`s Degree Bachelor`s Degree honours Advanced Diploma Bridging Program Bachelor`s Degree Bachelor`s Degree honours Advanced Diploma Bridging Program

12 CONCLUSION Responses to research questions What are the health informatics competencies outlined in undergraduate curricula of the College of Medicine and Health Sciences? Only 11 (47.8%)competencies had a score of presence greater than 50% in the assessed curricula. 4 competencies were the most frequent in curricula and each one accounted for 70% 2 competencies were totally absent from the assessed curricula the remaining competencies had a presence score between 10 and 50%. 12

13 RECOMMENDATIONS To ensure that healthcare professionals have the knowledge, skills, and attitudes to effectively and efficiently interact with today s health information technologies, more health informatics competencies need to be included and assessed in all undergraduate curricula leading to a healthcare professionals qualification in Rwanda. 13

14 THANK YOU

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