Experiences and lessons learned: PACS data migration for clinical and research uses

SciVee ◽  
2011 ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 92-104 ◽  
Author(s):  
Ward Priestman ◽  
Shankar Sridharan ◽  
Helen Vigne ◽  
Richard Collins ◽  
Loretta Seamer ◽  
...  

BackgroundNumerous studies have examined factors related to success, failure and implications of electronic patient record (EPR) system implementations, but usually limited to specific aspects.ObjectiveTo review the published peer-reviewed literature and present findings regarding factors important in relation to successful EPR implementations and likely impact on subsequent clinical activity.MethodLiterature review.ResultsThree hundred and twelve potential articles were identified on initial search, of which 117 were relevant and included in the review. Several factors were related to implementation success, such as good leadership and management, infrastructure support, staff training and focus on workflows and usability. In general, EPR implementation is associated with improvements in documentation and screening performance and reduced prescribing errors, whereas there are minimal available data in other areas such as effects on clinical patient outcomes. The peer-reviewed literature appears to under-represent a range of technical factors important for EPR implementations, such as data migration from existing systems and impact of organisational readiness.ConclusionThe findings presented here represent the synthesis of data from peer-reviewed literature in the field and should be of value to provide the evidence-base for organisations considering how best to implement an EPR system.


2013 ◽  
Vol 9 (4) ◽  
pp. 38-55 ◽  
Author(s):  
Jayantha Rajapakse

This paper presents a set of lessons learned from the adoption of an e-Government initiative in Sri Lanka. The case study presented in the paper is the e-Pensions project of the e-government initiative of the Government of Sri Lanka called “e-SriLanka”. This is one of the first World Bank projects designed to bring Information Communication Technology (ICT) to every village, citizen, and business, and transform the way the government thinks and works. A set of lessons related to leadership, hidden cost, BPR, group dynamics, data migration, language issues, bureaucracy, training, change management, project governance, staff turnover and transitional projects were identified. While some of these lessons have been identified in the previous literature five such lessons have not been discussed previously. Those are transitional projects, language issues relating to software development processes, group dynamics, planning for data migration and staff turnover. Moreover, the study further revealed some interrelationship among these factors eg., how transitional projects can positively impact training and change management. Thus, these new insights relating to e-Government adoptions will shed some light into new e-government initiatives in developing countries with similar environments to Sri Lanka. Additionally, these new factors will contribute to enhancing e-Government adoption models.


Author(s):  
Henry Engledow

Migrating from one database to another is always accompanied by challenges. Recently Meise Botanic Garden has migrated its Living Collections data from LivCol, a bespoke database, to BG-BASE, a commercial product. Differences in database structure, degree of atomisation and field definition increase the complexity of such a transfer of data. The greater the number of fields used in the original data source, the greater the number of problems there are to resolve. Living collections are often centered around the 'accession information' of the living material, but the way one does this and the philosophy behind this may differ. The different approach to accessioning material in LivCol and BG-BASE affected the structure of the data model in each program. The LivCol approach was not as strictly defined as the BG-BASE approach e.g. new generations derived from existing accessions in LivCol retained the same accession number despite being not genetically identical (of seed origin), whereas in BG-BASE a new accession number would be generated with reference to the parent accession. In the data transfer LivCol accession number where grouped by accession number and garden location, and the inter-generation information combined in a single record in BG-BASE (this is not ideally in accordance with the BG-BASE concept, the alternative was to create 'artificial' new accession numbers but this would have complicated matters more both from a data and management point of view). The use of standards would greatly improve data transfer, and indeed many standards have been adopted by both the above mentioned databases. However, it soon became evident that there are multiple standards for a single topic e.g. for information concerning conservation status: NatureServe Global Conservation Status Ranks; Fish & Wildlife conservation category; International Union for Conservation of Nature (IUCN) - old and new codes (plus version); Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES); etc. Also, some values used are region specific and do not translate well to ‘global’ standards e.g. in Belgium there are three principal regions controlling conservation status (Brussels, Flanders, Wallonia) and they differ in their approach and definitions, all these need to be taken into account as there are legal implications - this was done by finding close matches in IUCN (New) codes and combining them with 'non-standard' World Geographical Scheme for Recording Plant Distributions (WGSRPD). The latter TDWG standard is out of date and in many circumstances not sufficiently atomised to be of practical use. There were also certain fields that would benefit from having standards, but are at present absent e.g. invasiveness - BG-BASE uses Cronk and Fuller (1995) whereas LivCol uses AlterIAS (http://www.alterias.be/), Belgian Forum on Invasive Species (http://ias.biodiversity.be) and Lambinon et al. (1992). The above problems will be discussed and their impact on mapping the data. Decisions had to be made with respect to ‘best fit’ solutions. The latter lead to the loss of information or a slight variation in its interpretation, examples will be given to highlight these aspects. As the structures of the databases differed, sometimes assumptions had to be made, this too will be illustrated. These changes were reasonable, but represent an interpretation of the original data and therefore not strictly the same. Databases are crucial to the management of Living Collections and the research done on them. This talk will look at the lessons learned during the data transfer and the problems associated with mapping (decisions, assumptions and standards). Databases are 'living' entities that need to grow, adapt, be maintained and regularly updated to new developments in technology. Databases are not seen as new or innovative by funding bodies and are often left to struggle along in suboptimal conditions. If we want data quality to improve and increase interoperability between systems, maybe we should start at the point where data is entered.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).


Author(s):  
Darlene Williamson

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.


2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.


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