mHealth

A framework for telepsychiatric training and e-health: Competency-based education, evaluation and implications. Hilty, D. M. et al. Int Rev Psychiatry 27, 569–592 (2015).

OVERVIEW

This paper proposes competencies for trainees and clinicians, with telepsychiatry (TP) situated within the broader landscape of e-mental health (e-MH) care. TP competencies are organized using the US Accreditation Council of Graduate Medical Education framework, with input from the CanMEDS framework.

KEY FEATURES

The paper describes:

A holistic framework to improve the uptake and impact of eHealth technologies. van Gemert-Pijnen, J. E. W. C. et al. J. Med. Internet Res. 13, e111 (2011).

OVERVIEW

This 2009 article discusses and debates the terminology and definitions of words used in relation to health information technology, e.g., health informatics, health information management, medical bioinformatics, ehealth. Written by one of the leaders in the field of informatics, Dr. William Hersh, Oregon Health & Science University to stimulate discussion and debate.

This brief commentary by Dr. Edward Shortliffe, a pioneer in the field of (bio)medical informatics, emphasizes the importance of incorporating informatics training into the undergraduate curriculum and briefly outlines some of the informatics skills and competencies needed. Includes a definition of 'biomedical informatics.' To access the full text, a subscription to JAMA is required (through your institution or otherwise).

OVERVIEW

This commentary utilizes an existing framework and modifies it to include EMR specific competencies based on the authors’ knowledge and research in the field. The Reporter-Integrator-Manager-Educator (RIME) scheme provides terminology to describe the professional growth of medical students and residents, and was adapted in this work to describe how to teach trainees to document & communicate in a clinical setting using EMRs (the RIME/EMR scheme).

KEY FEATURES Reporter.

Yadav, S. et al. Journal of the American Medical Informatics Association 24: 140-144,(2016).

OVERVIEW

This study compares the accuracy of physical examination findings documentation between paper and electronic records in initial progress notes.

METHODS

Computers in the clinical encounter: a scoping review and thematic analysis. Crampton, N. H., Reis, S. & Shachak, A. Journal of the American Medical Informatics Association 23, 654–665 (2016).

OVERVIEW

The purpose of the study was to review the current literature of health information technology (HIT) use during the clinical encounter to update best practices and inform the continuous development of HIT policies and educational interventions.

KEY FEATURES

This American Medical Informatics Association (AMIA) position paper defines the Core Content for Clinical Informatics. The Core Content includes four major categories: fundamentals; clinical decision making and care process improvement; health information systems; and leadership and management of change.

The paper defines the boundaries of the discipline and informs the Program Requirements for Fellowship Education in Clinical Informatics.

Design Thinking as a Tool for Interdisciplinary Education in Health Care. van de Grift, T. C. & Kroeze, R. Acad Med (2016).

OVERVIEW

This paper describes the implementation and outcomes of a one-semester crossover course entitled “Hacking Healthcare” developed at the University of Amsterdam. It was structured using the three stages of the design thinking process—inspiration, ideation, and implementation.

KEY FEATURES

Educating Health Professionals about the Electronic Health Record (EHR): Removing the Barriers to Adoption. Borycki, E. et. al. Knowledge Management & E-Learning: An International Journal3, 51–62 (2011).

OVERVIEW

Educational impact of the electronic medical record. Schenarts PJ, Schenarts KD. J Surg Educ. 2012 Jan-Feb; 69(1):105-12.

OVERVIEW

This article expands on the impact of the EMR on resident education. A literature review was conducted to evaluate the impact of EMRs on graduate medical education. The overall impact appears to be negative, but there is discussion on how some of those effects may be mitigated.

KEY FEATURES

This will direct you to an online glossary of terms related to eHealth, created by Dr. Robert Hayward.

Electronic health record training in undergraduate medical education: bridging theory to practice with curricula for empowering patient- and relationship-centered care in the computerized setting. Wald, H. S et. al. Acad Med 89, 380–386 (2014).

OVERVIEW

This resource outlines core competencies in health informatics as developed by COACH - Canada's Health Informatics Association

Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Sawyer, T. et al. Acad Med 90, 1025–1033 (2015).

OVERVIEW

Acquisition of competency in procedural skills is a fundamental goal of medical training. Based on a review and critical synthesis of the literature, the authors propose an evidence-based pedagogical framework rooted in adult learning theory for procedural skill training.

KEY FEATURES

STRUCTURED ABSTRACT

Introduction: This case study reports the development and delivery of an mHealth elective piloted for first-year undergraduate medical students at Monash University (Australia) and the lessons learned by designers.

Medical education in an electronic health record-mediated world. Ellaway, R. H., Graves, L. & Greene, P. S. Med Teach 35, 282–286 (2013).

OVERVIEW

This paper reflects on the extent to which we are preparing learners for practice in an EHR-mediated world. The paper finds changes in perception and practice must occur to link medical education and e-health.

KEY FEATURES

Medical education in the electronic medical record (EMR) era: benefits, challenges, and future directions. Tierney, M. J., Pageler, N. M., Kahana, M., Pantaleoni, J. L. & Longhurst, C. A. Acad Med 88, 748–752 (2013).

OVERVIEW

The authors review what has been documented about the effect of EMR use on medical learners. They examine acknowledged benefits and educational risks to use of EMRs, consider factors that promote their successful use when implemented in academic environments, and identify areas of future research of EMRs’ role in medical education.

This 2009 article discusses and debates the terminology and definitions of words used in relation to health information technology, e.g., health informatics, health information management, medical bioinformatics, ehealth. Written by one of the leaders in the field of informatics, Dr. William Hersh, Oregon Health & Science University to stimulate discussion and debate. 

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Medical student documentation in electronic health records: a collaborative statement from the Alliance for Clinical Education. Hammoud, M. et al. Teach Learn Med 24, 257–266 (2012).

OVERVIEW

The survey by the WHO highlights that the dominant form of mHealth today is characterized by small-scalepilot projects that address single issues in information sharing and access. There were only limited larger mHealth implementations (primarily supported by public-private partnerships). While it is anticipated that large-scale and complex programmes will become more common as mHealth matures, strategies and policies that integrate eHealth and mHealth interoperability into health services would be wise.

Physician Guidelines for Online Communication with Patients. (CMA Policy, 2005)

OVERVIEW

These guidelines are primarily concerned with email and physician websites (the two most common vehicles of online communications). The starting point norms and best practices are taken from those developed through the use of paper documents, mail, telephone, and facsimile in the setting of physicians’ offices.

PRACTICAL GUIDELINES

This document looks at the revised (2010) international recommendations for biomedical informatics and health informatics domains of knowledge and competencies in medical education and health informatics training programs. The aim of the document is to define HI skills and knowledge and aid educators in integrating health informatics into their curriculum or initiating new programs at the undergraduate, graduate or professional level.

Refocusing medical education in the EMR era. Pageler, N. M., Friedman, C. P. & Longhurst, C. A. JAMA 310, 2249–2250 (2013).

OVERVIEW

How integration of EMR into medical education and the specific educational goals for its use have not been well-defined. The effect of the EMR on each Accreditation Council for Graduate Medical Education’s (ACGME) core competency and the role it may play in supporting the achievement of educational milestones is examined in this paper.

KEY FEATURES

Simulated Electronic Health Record (Sim-EHR) Curriculum: Teaching EHR Skills and Use of the EHR for Disease Management and Prevention. Milano, C. E., Hardman, J. A., Plesiu, A., Rdesinski, R. E. & Biagioli, F. E. Academic Medicine 89, 399–403 (2014).

OVERVIEW

The role of cognitive and learning theories in supporting successful EHR system implementation training: a qualitative study. McAlearney, A. S., Robbins, J., Kowalczyk, N., Chisolm, D. J. & Song, P. H. Med Care Res Rev 69, 294–315 (2012).

OVERVIEW

How can we define e-health in the academic environment?

This 2001 article by Gunther Eysenbach, editor of JMIR (Journal of Medical Internet Research), discusses and defines the term "e-health" as: