Objective: The International Medical Informatics Association (IMIA) agreed on revising the existing international recommendations in health informatics/medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in biomedical and health informatics (BMHI), particularly international activities in educating BMHI specialists and the sharing of courseware. Method: An IMIA task force, nominated in 2006, worked on updating the recommendations' first version. These updates have been broadly discussed and refined by members of IMIA's National Member Societies, IMIA's Academic Institutional Members and by members of IMIA's Working Group on Health and Medical Informatics Education. Results and Conclusions: The IMIA recommendations center on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (e.g. physicians, nurses, BMHI professionals), 2) type of specialization in BMHI (IT users, BMHI specialists), and 3) stage of career progression (bachelor, master, doctorate). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role a) as IT user and b) as BMHI specialist. Recommendations are given for courses/course tracks in BMHI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in BMHI (with bachelor, master or doctor degree). To support education in BMHI, IMIA offers to award a certificate for high-quality BMHI education. It supports information exchange on programs and courses in BMHI through its Working Group on Health and Medical Informatics Education.
Objetivos: A simulação realística faz parte de uma nova possibilidade de ensino que engloba não somente as habilidades técnicas, mas o gerenciamento de crises, liderança, trabalho em equipe e raciocínio clínico que não reflitam prejuízos ao paciente real. O objetivo deste trabalho foi realizar revisão de literatura sobre a utilização da simulação realística, enfatizando a graduação médica e seus aspectos mais relevantes e atuais. Fonte de dados: Foram consultadas as bases de dados PubMed e LILACS, aplicando-se os descritores patient simulation, students, medical e teaching/methods, considerando artigos de revisão publicados nos últimos três anos. Utilizando leitura flutuante dos resumos com a análise de conteúdo e dados registrados, foram encontrados 101 trabalhos de acordo com o propósito desta revisão. Síntese dos dados: Os artigos relatam a importância e auxílio da tecnologia em agregar melhorias ao ensino médico. A segurança do paciente foi descrita como fator decisivo na implementação da simulação realística nas instituições de ensino mundiais. Diversas especialidades foram citadas nos artigos, além de diversos procedimentos específicos e aspectos de exame físico padronizado. Percebe-se interesse em estudar as possíveis formas de avaliar estudantes através dessa ferramenta. As habilidades em comunicação, liderança, tomada de decisão, trabalho em equipe e relacionamento médico/paciente aparecem nesta revisão como o maior benefício de informação aos estudantes. Conclusões: Embora a simulação realística esteja em franco crescimento e valorizada como importante recurso na formação, novos estudos precisam ser realizados e divulgados para fornecer evidências e mensurações concretas e efetivas dessa ferramenta educacional.
It is possible to model and map nursing information into the comprehensive health care information model, the HL7 RIM. These models must evolve and undergo further validation by clinicians. The integration of nursing information, terminology, and processes in information models is a first step toward rendering nursing information machine-readable in electronic patient records and messages. An eventual practical result, after much more development, would be to create computable, structured information for nursing documentation.
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