Lessons Learned in Building a Successful Undergraduate Information Systems Academic Program

1994 ◽  
pp. 77-84
Author(s):  
Thomas I. M. Ho
Keyword(s):  
Information Systems ◽  
Lessons Learned ◽  
Academic Program

Curriculum Design and Development at the Nexus of International Crisis Management and Information Systems

2010 ◽  
Vol 2 (3) ◽  
pp. 51-60
Author(s):  
Keith Clement
Keyword(s):  
Information Systems ◽  
Crisis Management ◽  
Homeland Security ◽  
Curriculum Design ◽  
Crisis Response ◽  
Lessons Learned ◽  
Academic Program ◽  
Academic Programs ◽  
Organizational Purpose ◽  
K 12

This case study discusses the role of education, curriculum development, research, and service in supporting information systems for crisis response management. The study describes the Council for Emergency Management and Homeland Security (CEMHS) organization that designs and develops academic programs and courses in these specialized areas. CEMHS combines all levels of education in California (from K-12 and postsecondary education) into a “state-wide solution” and network of academicians and professionals in emergency and disaster management, crisis response, and homeland security education and training. The organizational purpose is constructing a “vertical track” of academic programs and specialized programs to benefit and enhance information resource and crisis management. The implications and lessons learned from building collaborative partnerships between the crisis and disaster response academic and professional communities in academic program development and research initiatives are also discussed.

scholarly journals Lessons learned from the development and implementation of an electronic paediatric emergency and acute care database in Lilongwe, Malawi

2020 ◽  
Vol 5 (7) ◽  
pp. e002410
Author(s):  
Emily J Ciccone ◽  
Alyssa E Tilly ◽  
Msandeni Chiume ◽  
Yamikani Mgusha ◽  
Michelle Eckerle ◽  
...  
Keyword(s):  
Information Systems ◽  
Health Information ◽  
Acute Care ◽  
Planning Process ◽  
Quality Care ◽  
Health Information Systems ◽  
Lessons Learned ◽  
Tertiary Referral Hospital ◽  
Middle Income ◽  
Care Database

As the field of global child health increasingly focuses on inpatient and emergency care, there is broad recognition of the need for comprehensive, accurate data to guide decision-making at both patient and system levels. Limited financial and human resources present barriers to reliable and detailed clinical documentation at hospitals in low-and-middle-income countries (LMICs). Kamuzu Central Hospital (KCH) is a tertiary referral hospital in Malawi where the paediatric ward admits up to 3000 children per month. To improve availability of robust inpatient data, we collaboratively designed an acute care database on behalf of PACHIMAKE, a consortium of Malawi and US-based institutions formed to improve paediatric care at KCH. We assessed the existing health information systems at KCH, reviewed quality care metrics, engaged clinical providers and interviewed local stakeholders who would directly use the database or be involved in its collection. Based on the information gathered, we developed electronic forms collecting data at admission, follow-up and discharge for children admitted to the KCH paediatric wards. The forms record demographic information, basic medical history, clinical condition and pre-referral management; track diagnostic processes, including laboratory studies, imaging modalities and consults; and document the final diagnoses and disposition obtained from clinical files and corroborated through review of existing admission and death registries. Our experience with the creation of this database underscores the importance of fully assessing existing health information systems and involving all stakeholders early in the planning process to ensure meaningful and sustainable implementation.

Internship and Experiential Learning Model for Liberal Arts Graduates to Prepare Them for Advanced Manufacturing Careers

2016 ◽  
Author(s):  
Ibrahim Zeid ◽  
Marina Bograd ◽  
Claire Duggan ◽  
Chitra Javdekar
Keyword(s):  
Liberal Arts ◽  
Fast Track ◽  
Support Staff ◽  
Lessons Learned ◽  
Academic Program ◽  
Transformation Model ◽  
Advanced Manufacturing ◽  
Recruitment Process ◽  
Entry Level ◽  
Research Findings

Liberal Arts (BA) graduates are, more often than not, either underemployed or unemployed in the field(s) for which they received their degree. This is more so true in hard economic and recessionary times. It is also well known that BA graduates are well rounded by virtue of their education and are more adept at changing careers. Advanced manufacturing is one such career where BA graduates may excel, especially in entry-level positions such as CAD operators, CNC programmers, production supervisors, and in support staff roles. The challenge is how to prepare these non-technical majors (BA graduates) for technical careers (advanced manufacturing). This paper presents an internship model that is part of a 12-month fast track certificate in advanced manufacturing to enable BA graduates to gain both the technical skills and experiential knowledge they need to secure jobs in advanced manufacturing. This paper describes the certificate academic program, corresponding courses, and the recruitment process of BA graduates to provide context. It then focuses on the details of the internship model: recruiting industry partners to provide internships, preparing students for the internships, the management and support system of these internships, and lessons learned so far. These research findings are part of an NSF, 3-year grant that investigates a transformation model of BA graduates for careers in advanced manufacturing.

scholarly journals Current Challenges and Opportunities for Better Integration of Human Factors Research with Development of Clinical Information Systems

2009 ◽  
Vol 18 (01) ◽  
pp. 48-58 ◽  
Author(s):  
J. J. Saleem ◽  
A. L. Russ ◽  
P. Sanderson ◽  
T. R. Johnson ◽  
J. Zhang ◽  
...  
Keyword(s):  
Information Systems ◽  
Human Factors ◽  
User Satisfaction ◽  
Clinical Decision Making ◽  
Clinical Information System ◽  
Healthcare Delivery ◽  
Clinical Information ◽  
Lessons Learned ◽  
Clinical Information Systems ◽  
Human Factors Research

Summary Objectives Clinical information system (CIS) developers and implementers have begun to look to other scientific disciplines for new methods, tools, and techniques to help them better understand clinicians and their organizational structures, clinical work environments, capabilities of clinical information and communications technology, and the way these structures and processes interact. The goal of this article is to help CIS researchers, developers, implementers, and evaluators better understand the methods, tools, techniques, and literature of the field of human factors. Methods We developed a framework that explains how six key human factors topics relate to the design, implementation, and evaluation of CISs. Results Using this framework we discuss the following six topics: 1) informatics and patient safety; 2) user interface design and evaluation; 3) workflow and task analysis; 4) clinical decision making and decision support; 5) distributed cognition; and 6) mental workload and situation awareness. Conclusions Integrating the methods, tools, and lessons learned from each of these six areas of human factors research early in CIS design and incorporating them iteratively during development can improve user performance, user satisfaction, and integration into clinical workflow. Ultimately, this approach will improve clinical information systems and healthcare delivery.

Lessons Learned: Geographic Information Systems and Farmworkers in the Lake States

2005 ◽  
Vol 11 (1) ◽  
pp. 85-97 ◽  
Author(s):  
M. S. Vela Acosta ◽  
D. J. Reding ◽  
S. P. Cooper ◽  
P. Gunderson
Keyword(s):  
Information Systems ◽  
Geographic Information Systems ◽  
Geographic Information ◽  
Lessons Learned ◽  
Lake States

A learning agenda to build the evidence base for strengthening global health information systems

2020 ◽  
pp. 183335832093680
Author(s):  
Heidi W Reynolds ◽  
Shannon Salentine ◽  
Eva Silvestre ◽  
Elizabeth Millar ◽  
Ashley Strahley ◽  
...  
Keyword(s):  
Information Systems ◽  
Health Information ◽  
Opportunity To Learn ◽  
Health Information Systems ◽  
Evidence Base ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Advisory Group ◽  
Learning Networks ◽  
Middle Income

Background: Evidence-based interventions are necessary for planning and investing in health information systems (HIS) and for strengthening those systems to collect, manage, sort and analyse health data to support informed decision-making. However, evidence and guidance on HIS strengthening in low- and middle-income countries have been historically lacking. Objective: This article describes the approach, methods, lessons learned and recommendations from 5 years of applying our learning agenda to strengthen the evidence base for effective HIS interventions. Methods: The first step was to define key questions about characteristics, stages of progression, and factors and conditions of HIS performance progress. We established a team and larger advisory group to guide the implementation of activities to build the evidence base to answer questions. We strengthened learning networks to share information. Results: The process of applying the learning agenda provided a unique opportunity to learn by doing, strategically collecting information about monitoring and evaluating HIS strengthening interventions and building a body of evidence. There are now models and tools to strengthen HIS, improved indicators and measures, country HIS profiles, documentation of interventions, a searchable database of HIS assessment tools and evidence generated through syntheses and evaluation results. Conclusion: The systematic application of learning agenda processes and activities resulted in increased evidence, information, guidance and tools for HIS strengthening and a resource centre, making that information accessible and available globally. Implications: We describe the inputs, processes and lessons learned, so that others interested in designing a successful learning agenda have access to evidence of how to do so.

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