scholarly journals Education and Research in Health Informatics at the Faculty of Medicine of Marseille, Laboratory for Education and Research in Medical Information Processing (LERTIM)

2002 ◽  
Vol 11 (01) ◽  
pp. 154-159
Author(s):  
D. Fieschi ◽  
J. Gouvernet ◽  
M. Joubert ◽  
G. Soula ◽  
M. Fieschi
Keyword(s):  
Medical Education ◽  
Medical Informatics ◽  
Health Informatics ◽  
Medical Information ◽  
Medical Training ◽  
Training Programs ◽  
Clinical Decision ◽  
Training Curriculum ◽  
Decision Systems ◽  
And Training

Abstract:This paper is a brief review of the research and training programs offered in Medical Informatics at the Faculty of Medicine of Marseille (LERTIM). Our laboratory teaches medical informatics and bio-statistics in the medical training curriculum, and prepares for specialised degrees and provides continuing medical education. The research projects developed by our team fall into four groups: clinical decision systems, health information systems, medical education systems, integration systems.

scholarly journals Oncology Medical Training and Practice: Managing Jordan’s Brain Drain Through Brain Train—The King Hussein Cancer Center Experience

2020 ◽  
pp. 1041-1045 ◽  
Author(s):  
Hikmat Abdel-Razeq ◽  
Maha Barbar ◽  
Omar Shamieh ◽  
Asem Mansour
Keyword(s):  
Medical Education ◽  
Brain Drain ◽  
Educational Level ◽  
Medical Training ◽  
Training Programs ◽  
Working Environment ◽  
Cancer Center ◽  
International Partnerships ◽  
Medical Education System ◽  
And Training

PURPOSE The medical education system in Jordan is one of the most advanced education systems in the Middle East. Yet many medical school graduates leave the country to seek specialty and subspecialty education and training abroad, and the majority of graduates continue their careers there. METHODS We explored reasons behind this so-called “brain drain” and how to slow it, along with capacity building opportunities and strategies for better local training. RESULTS By taking advantage of various international collaborative opportunities, the King Hussein Cancer Center has managed to offer strong local training programs and an enhanced working environment, which has enabled us to improve the educational level of our graduates so they can help staff the Center, the country, and the region. CONCLUSION Strong local training programs coupled with international partnerships can result in better training for physicians and offset the problem of brain drain without putting any restraints on the graduates.

scholarly journals PERSONAL DIGITAL ASSISTANTS IN MEDICAL EDUCATION AND HEALTH CARE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
K.S ITINSON ◽  
Keyword(s):  
Medical Education ◽  
Clinical Decision Making ◽  
Medical Information ◽  
Medical Training ◽  
Descriptive Analysis ◽  
Clinical Decision ◽  
Information Support ◽  
Practical Significance ◽  
Personal Digital Assistants ◽  
Personal Assistants

The purpose of this article is to study the functional capabilities and field of application of digital personal assistants in medical education and healthcare. The author of the article confirms that medical students and doctors use digital assistants to treat patients, obtain medical information and data on diseases, their symptoms, the dosage of appropriate drugs, as well as personal use. It is important to note that digital personal assistants are effectively used in a healthcare organization, but they must be integrated into existing systems in the organization and connected to the network for communication and data sharing. The article uses methods of complex theoretical and descriptive analysis. The scientific novelty of the work is that students and doctors have been found to use digital personal assistants to obtain drug and clinical information, to support clinical decision-making, to prescribe treatment to patients, to view laboratory results on wireless communication. Doctors use digital assistants to collect, modify, store patient data in the process of providing medical care, after which all information is synchronized with the central computer. The author notes that the nature of the use of digital assistants in medicine depends on factors such as functionality, an electronic platform, data security, their confidentiality, and functions in the medical field. Of course, novice physicians and students use personal digital assistants, especially in the process of continuous medical training. The practical significance of the work is due to the fact that the author conducted a study that found that digital assistants provide alternative ways of training, help future doctors systematize medical information, support medical decisions, including in the process of prescribing diagnostic studies and treatment, and lead to a reduction in medical errors.

scholarly journals Big Data: Are Biomedical and Health Informatics Training Programs Ready?

2014 ◽  
Vol 23 (01) ◽  
pp. 177-181 ◽  
Author(s):  
W. Hersh ◽  
A. U. Jai Ganesh ◽  
P. Otero
Keyword(s):  
Big Data ◽  
Programming Languages ◽  
Health Informatics ◽  
Domain Knowledge ◽  
Training Programs ◽  
Biomedical Data ◽  
Informatics Training ◽  
Statistical Programming ◽  
Tools And Techniques ◽  
And Training

Summary Objective: The growing volume and diversity of health and biomedical data indicate that the era of Big Data has arrived for healthcare. This has many implications for informatics, not only in terms of implementing and evaluating information systems, but also for the work and training of informatics researchers and professionals. This article addresses the question: What do biomedical and health informaticians working in analytics and Big Data need to know? Methods: We hypothesize a set of skills that we hope will be discussed among academic and other informaticians. Results: The set of skills includes: Programming - especially with data-oriented tools, such as SQL and statistical programming languages; Statistics - working knowledge to apply tools and techniques; Domain knowledge - depending on one’s area of work, bioscience or health care; and Communication - being able to understand needs of people and organizations, and articulate results back to them. Conclusion: Biomedical and health informatics educational programs must introduce concepts of analytics, Big Data, and the underlying skills to use and apply them into their curricula. The development of new coursework should focus on those who will become experts, with training aiming to provide skills in “deep analytical talent” as well as those who need knowledge to support such individuals.

scholarly journals A review of biomedical and health informatics education: A workforce training framework

2016 ◽  
Vol 5 (5) ◽  
pp. 10 ◽  
Author(s):  
Saif Khairat ◽  
Ryan Sandefer ◽  
David Marc ◽  
Lee Pyles
Keyword(s):  
Medical Informatics ◽  
Health Informatics ◽  
Training Programs ◽  
Interprofessional Collaboration ◽  
Critical Role ◽  
Workforce Training ◽  
Biomedical Data ◽  
Healthcare Organizations ◽  
Current Form ◽  
American Medical Informatics Association

Objective: The purpose of this paper is to review the current state of health information technology (HIT) training programs and identify limitations in workforce expectations and student/trainee level of preparedness. A framework is proposed to build a more effective training program, differentiate HIT and health informatics, and emphasize the critical role of interprofessional collaboration for informatics-related curriculum. We define interprofessionalism as the multi-sector collaborations among academia, industry (Health Care Organizations), and vendors to produce competent informaticians.Methods: Critical review of published HIT and health informatics curricular competencies was conducted, including those published by the Office of the National Coordinator (ONC) for HIT, the American Medical Informatics Association (AMIA), the International Medical Informatics Association (IMIA), and the Council on Accreditation for Health Informatics and Information Management. A review of literature related to HIT and health informatics education and training was also completed.Results: The paper presents a framework for promoting health informatics training with an interprofessional foundation. The core components of the curricular competencies include understanding the healthcare system, biomedical data, computer programming, data analytics, usability, and technology infrastructure. To effectively deliver the content, programs require collaboration between academic institutions, healthcare organizations, and industry vendors.Conclusions: HIT and health informatics-related training programs, in their current form, are not meeting industry needs. The proposed framework addresses the current limitations by providing unique pathways for content delivery by promoting interprofessional collaboration and partnerships between academia and industry.

The Intellectual Structure of Health and Medical Informatics

2012 ◽  
pp. 1-16
Author(s):  
Wullianallur Raghupathi ◽  
Sridhar Nerur
Keyword(s):  
Citation Analysis ◽  
Medical Informatics ◽  
Health Informatics ◽  
Clinical Decision Support Systems ◽  
Health Information Systems ◽  
Clinical Decision ◽  
Intellectual Structure ◽  
Future Research ◽  
Editorial Boards ◽  
Body Of Knowledge

This paper presents the results of an author co-citation analysis of the health and medical informatics discipline. It updates a smaller study that focused on health information systems. Drawing on such sub-fields as bio informatics, clinical decision support systems, computational genomics, e-health, health informatics, and others, this body of knowledge defines the core internal structure of the discipline and delineates its sub-fields. An author co-citation analysis was performed for a nine-year period using the members of editorial boards of several medical informatics-related journals as an initial author sample (N = 272). Several multivariate analyses, including cluster analysis, factor analysis and multidimensional scaling, were performed. The authors results confirm that several established sub-fields still stand but a number of new sub-fields are emerging. Future research can build on this work and examine other journals and additional authors to gain insights into the collaborative and interdisciplinary nature of the health and medical informatics discipline.

scholarly journals International Academy of Health Sciences Informatics (IAHSI): Strategy and Focus Areas, 1st Version

2020 ◽  
Vol 29 (01) ◽  
pp. 015-025
Author(s):  
Fernando Martin-Sanchez ◽  
Marion J. Ball ◽  
Michio Kimura ◽  
Paula Otero ◽  
Elaine Huesing ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Medical Informatics ◽  
Performance Indicators ◽  
Health Informatics ◽  
Digital Health ◽  
Health Sciences ◽  
Research Education ◽  
Living Nature ◽  
International Academy ◽  
And Training

Background: The International Academy of Health Sciences Informatics (IAHSI) is the Academy of the International Medical Informatics Association (IMIA). As an international forum for peers in biomedical and health informatics, the Academy shall play an important role in exchanging knowledge, providing education and training, and producing policy documents. Objectives: A major priority of the Academy’s activities in its inaugural phase was to define its strategy and focus areas in accordance with its objectives and to prioritize the Academy’s work, which can then be transferred to respective taskforces. Method: This document reflects the major outcomes of intensive discussions that occurred during 2019. It was presented at the Academy’s 3rd Plenary on August 25th, 2019, in Lyon, France. Results: Regardless of the ‘living nature’ of the strategy and focus areas document, it was concluded during the Plenary that the first version, which will be used as a base for decisions on the Academy’s future activities, should be made available to a broad audience. Three out of eight ‘Visions for IAHSI‘, presented in the IMIA Yearbook of Medical Informatics 2018, were identified as central for developing, implementing, and evaluating the Academy’s strategic directions: (1) advise governments and organizations on developing health and health sciences through informatics, (2) stimulate progress in biomedical and health informatics research, education, and practice, and (3) share and exchange knowledge. Taskforces shall be implemented to work in the following areas, which were considered as priority themes: (1) artificial intelligence in health: future collaboration of entities with natural and with artificial intelligence in health care, and (2) current landscape of standards for digital health. Conclusions: Taskforces are now being established. Besides specific key performance indicators, suggested for monitoring the work of theses taskforces, the strategy to monitor the progress of the Academy itself has to be measured by relevant and acceptable metrics.

scholarly journals Medical Education Interest, Exposure, and Career Planning in Subspecialty Trainees

2020 ◽  
Author(s):  
Ariela L Marshall ◽  
Carrie A. Thompson ◽  
Michael W. Cullen ◽  
Laura E. Raffals ◽  
Amy S. Oxentenko
Keyword(s):  
Medical Education ◽  
Academic Medicine ◽  
Career Planning ◽  
Training Programs ◽  
Formal Training ◽  
Subspecialty Training ◽  
Educational Training ◽  
Career Plans ◽  
Clinician Educator ◽  
And Training

Abstract Background Medical education encompasses many activities (e.g., teaching, supervision, mentorship, and administration). Little research has explored what the term "medical education" means to trainees or assessed the importance postgraduate medical trainees place on education as part of their career plans. Methods We conducted a survey of fellows in all subspecialty training programs at a three-site academic institution. We asked multiple choice and Likert scale questions to characterize fellows’ perception of, interest and training in medical education. Results One hundred sixty-nine of 530 (31.9%) fellows responded. Fellows were training in subspecialties of internal medicine (49.7%) and surgery (13.0%), among others. Most fellows planned careers in academic medicine (38.5% clinician-educator, 22.5% clinician-investigator, 17.2% academic clinician). Fellows reported that their conception of medical education involved supervising trainees in a clinical capacity (93.5%), teaching in the classroom (89.3%), and providing mentorship for trainees (87.6%). Respondents identified “being an educator” as extremely (43.8%) or moderately (43.2%) important for their future careers. Only 30.2% had received formal training in medical education, but 61.5% felt that formal training should be required for those pursuing careers with strong educational components. Conclusions Most subspecialty fellows surveyed planned careers in academics and felt that medical education was important to their professional future. While less than a third received formal training in education, almost two thirds felt that such training should be required for a career as an educator. This study provides evidence for the creation and promotion of educational training programs for trainees interested in careers involving medical education.

The Intellectual Structure of Health and Medical Informatics

2010 ◽  
Vol 5 (4) ◽  
pp. 20-34 ◽  
Author(s):  
Wullianallur Raghupathi ◽  
Sridhar Nerur
Keyword(s):  
Citation Analysis ◽  
Medical Informatics ◽  
Health Informatics ◽  
Multivariate Analyses ◽  
Clinical Decision Support Systems ◽  
Clinical Decision ◽  
Intellectual Structure ◽  
Future Research ◽  
Editorial Boards ◽  
Body Of Knowledge

This paper presents the results of an author co-citation analysis of the health and medical informatics discipline. It updates a smaller study that focused on health information systems. Drawing on such sub-fields as bio informatics, clinical decision support systems, computational genomics, e-health, health informatics, and others, this body of knowledge defines the core internal structure of the discipline and delineates its sub-fields. An author co-citation analysis was performed for a nine-year period using the members of editorial boards of several medical informatics-related journals as an initial author sample (N = 272). Several multivariate analyses, including cluster analysis, factor analysis and multidimensional scaling, were performed. The authors results confirm that several established sub-fields still stand but a number of new sub-fields are emerging. Future research can build on this work and examine other journals and additional authors to gain insights into the collaborative and interdisciplinary nature of the health and medical informatics discipline.

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