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.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

2022 ◽  
pp. 139-156
Author(s):  
Winfred Yaokumah
Keyword(s):  
Cyber Security ◽  
Domain Knowledge ◽  
Training Programs ◽  
Cyber Attacks ◽  
Competency Model ◽  
Learning Theories ◽  
Security Awareness ◽  
Non Governmental Organizations ◽  
Security Competency ◽  
And Training

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

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.

A Cognitive Analytics Management Framework (CAM-Part 3)

2015 ◽  
pp. 190-234 ◽  
Author(s):  
Ibrahim H. Osman ◽  
Abdel Latef Anouze
Keyword(s):  
Big Data ◽  
Value Chain ◽  
Training Programs ◽  
Education And Training ◽  
Business Analytics ◽  
Diffusion Of Knowledge ◽  
Critical Skills ◽  
The Impact ◽  
And Diffusion ◽  
And Training

The main objectives of the chapter are to evaluate the impact of the tsunami of big data, business analytics, and technology on the delivery and diffusion of knowledge around the world through the use of Internet-of-things and to design future academic education and training programs. Global and local trends are analyzed to evaluate the impact of the digital tsunami on the delivery and diffusion of knowledge; to identify the shortage of critical skills, drivers of challenges, hot skills in demand, and salaries in big data/business analytics; to highlight obstacles to make informed decisions. CAM education framework is proposed to design customized higher education and training programs to meet current shortage and future generation with the relevant and rigorous skills to boost productivity growth and to impact society and professional domains in the digital economy. Finally, new ideas on how governments, academic institutions, technology companies, and professional employers can work together to reform the traditional education value chain and integrate the “massive open online courses” to achieve mass diffusion of knowledge, to transform people from loyalty to parties, clergies, and dictatorships to society's loyalty, and to develop a culture of shared-value in a move towards a smarter and fairer planet in the 21st century.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

2019 ◽  
pp. 94-110
Author(s):  
Winfred Yaokumah
Keyword(s):  
Cyber Security ◽  
Domain Knowledge ◽  
Training Programs ◽  
Cyber Attacks ◽  
Competency Model ◽  
Learning Theories ◽  
Security Awareness ◽  
Non Governmental Organizations ◽  
Security Competency ◽  
And Training

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

A Cognitive Analytics Management Framework (CAM-Part 3)

Big Data ◽  
2016 ◽  
pp. 527-569
Author(s):  
Ibrahim H. Osman ◽  
Abdel Latef Anouze
Keyword(s):  
Big Data ◽  
Value Chain ◽  
Training Programs ◽  
Education And Training ◽  
Business Analytics ◽  
Diffusion Of Knowledge ◽  
Critical Skills ◽  
The Impact ◽  
And Diffusion ◽  
And Training

The main objectives of the chapter are to evaluate the impact of the tsunami of big data, business analytics, and technology on the delivery and diffusion of knowledge around the world through the use of Internet-of-things and to design future academic education and training programs. Global and local trends are analyzed to evaluate the impact of the digital tsunami on the delivery and diffusion of knowledge; to identify the shortage of critical skills, drivers of challenges, hot skills in demand, and salaries in big data/business analytics; to highlight obstacles to make informed decisions. CAM education framework is proposed to design customized higher education and training programs to meet current shortage and future generation with the relevant and rigorous skills to boost productivity growth and to impact society and professional domains in the digital economy. Finally, new ideas on how governments, academic institutions, technology companies, and professional employers can work together to reform the traditional education value chain and integrate the “massive open online courses” to achieve mass diffusion of knowledge, to transform people from loyalty to parties, clergies, and dictatorships to society's loyalty, and to develop a culture of shared-value in a move towards a smarter and fairer planet in the 21st century.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

2022 ◽  
pp. 262-279
Author(s):  
Winfred Yaokumah
Keyword(s):  
Cyber Security ◽  
Domain Knowledge ◽  
Training Programs ◽  
Cyber Attacks ◽  
Competency Model ◽  
Learning Theories ◽  
Security Awareness ◽  
Non Governmental Organizations ◽  
Security Competency ◽  
And Training

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

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