Clinical informatics training in medical school education curricula: a scoping review

Abstract

Objectives This scoping review evaluates the existing literature on clinical informatics (CI) training in medical schools. It aims to determine the essential components of a CI curriculum in medical schools, identify methods to evaluate the effectiveness of a CI-focused education, and understand its delivery modes. Materials and Methods This review was informed by the methodological guidance of the Joanna Briggs Institute. Three electronic databases including PubMed, Scopus, and Web of Science were searched for articles discussing CI between January 2010 and December 2021. Results Fifty-nine out of 3055 articles were included in our final analysis. Components of CI education include its utilization in clinical practice, ethical implications, key CI-related concepts, and digital health. Evaluation of educational effectiveness entails external evaluation by organizations external to the teaching institute, and internal evaluation from within the teaching institute. Finally, modes of delivery include various pedagogical strategies and teaching CI using a multidisciplinary approach. Discussion Given the broad discussion on the required competencies, we propose 4 recommendations in CI delivery. These include situating CI curriculum within specific contexts, developing evidence-based guidelines for a robust CI education, developing validated assessment techniques to evaluate curriculum effectiveness, and equipping educators with relevant CI training. Conclusion The literature reveals that CI training in the core curricula will complement if not enhance clinical skills, reiterating the need to equip students with relevant CI competencies. Furthermore, future research needs to comprehensively address current gaps in CI training in different contexts, evaluation methodologies, and delivery modes to facilitate structured training.

Digital literacy in undergraduate pharmacy education: a scoping review

“…The findings align with previous research in medical and nursing education, which emphasizes a growing recognition of the digital health role. 78–80 Healthcare professionals, including pharmacists, are expected to use DHT in a patient-centered manner. This involves learning how to effectively engage patients in the use of technologies and as a communication tool.…”

“…This involves learning how to effectively engage patients in the use of technologies and as a communication tool. 81 In a comprehensive study by Zainal et al 78 several essential components of a clinical informatics (CI) curriculum for medical schools were identified, including CI utilization in clinical practice, ethical implications, CI-key concepts, and digital health. They also reported similar modes of delivery, including lectures, problem-based learning (PBL), and e-learning.…”

“…They also reported similar modes of delivery, including lectures, problem-based learning (PBL), and e-learning. 78 Notably, they emphasized the importance of incorporating ethical principles when utilizing machine learning and AI tools, as well as understanding the potential limitations and biases of technology. This is essential to ensure a balance between technological advancements and compassionate patient care that ensures ethical and humanistic principles are upheld.…”

A Call to Support Informatics Curricula in U.S.-Based Residency Education

“…Domains of clinical informatics (CI)-such as telemedicine, 1 large language models, 2 and artificial intelligence (AI) 3 -have touched the lives of medical trainees in recent years. Now more than ever, it is crucial to unlock the potential of CIrelated education in undergraduate medical education (UME) [4][5][6][7][8][9][10] and graduate medical education (GME). Prior literature regarding medical students suggests that there is interest in CI but a lack of clarity around opportunities for CI training, mentorship, and careers.…”

“…11 Recent literature has highlighted guidelines for standardizing CI education at the UME level 7 and fundamentals for CI curricula for medical schools including AI and data management. 10 CI departments have created combined UME and GME 12 initiatives as well as specific hospital-wide programs for residents and fellows across all specialties. 13 Individual programs in internal medicine, 14 pediatrics, 15 emergency medicine, 16,17 and psychiatry 18 have been described.…”