Exploiting the power of information in medical education

Cutrer, William B.; Spickard, W. Anderson; Triola, Marc M.; Allen, Bradley L.; Spell, Nathan O.; Herrine, Steven K.; Dalrymple, John L.; Gorman, Paul N.; Lomis, Kimberly D.

doi:10.1080/0142159x.2021.1925234

Cited by 21 publications

(21 citation statements)

References 24 publications

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“…Furthermore, skills in searching for relevant medical information has been recognized as important in the need to obtain trustworthy and validated information for patients as well as to reduce burnout among doctors that stem from information overload [ 23 ]. To equip students with these skills, training in new content areas such as metacognition, data science, informatics and AI are needed [ 23 , 24 ]. The need for medical schools to reduce emphasis on memorization of medical information in order to devote more time for these skills has been acknowledged by scholars such as Cutrer et al (2021), Paranjape et al (2019) and Park et al (2019).…”

Section: Resultsmentioning

confidence: 99%

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

et al. 2023

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This study aims to explore the perspectives of medical trainees on the impartation of digital competencies in Singapore’s medical school curricula. It also considers how the medical school experience can be strengthened in order to bridge potential gaps in the integration of these competencies in the local curricula. Findings were drawn from individual interviews with 44 junior doctors from Singapore’s public healthcare institutions including hospitals and national specialty centers. House officers and residents from different medical and surgical specialties were recruited using purposive sampling. Data was interpreted using qualitative thematic analysis. The doctors were in their first to tenth year of post-graduate training. Thirty of them graduated from the three local medical schools whereas 14 others were trained overseas. Overall, they felt insufficiently prepared to utilize digital technologies in view of their limited exposure to such technologies in medical school. Six key reasons were identified: lack of flexibility and dynamism within the curriculum, dated learning style, limited access to electronic health records, gradual uptake of digital technologies in the healthcare sector, lack of an ecosystem that promotes innovation, and lack of guidance from qualified and available mentors. Equipping medical students with skills relevant to the digital age would benefit from a concerted effort from multiple stakeholders: medical schools, medical educators and innovators, as well as the government. This study bears important implications for countries that seek to bridge the ‘transformation gap’ brought about by the digital age, which is defined as the sharp divergence between innovations that healthcare providers recognize as important but for which they feel insufficiently prepared.

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Section: Resultsmentioning

confidence: 99%

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

et al. 2023

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“…Physical therapy educators must also respond to the opportunity to foster selfregulated learning through the exploration of novel applications of IHHH in clinical, research, and administrative spheres. 11,37 We must teach and model how these defining attributes contribute to the broader view of IHHH in our curricula and continue to make paths for competencies in IHHH across all spectrum of learners-physical therapy and physical therapist assistant students, residents, fellows, and practicing clinicians-to improve outcomes in individual human health and population health. A solid IHHH foundation is required for the appropriate use of developing technologies in line with core physical therapy values and principles.…”

Section: Application Therapeutic Exercise and Human Movement Systemsmentioning

confidence: 99%

Building a Foundation for Health Informatics Content in Physical Therapy Education Through Concept Analysis and Concept Mapping

Chevan¹,

Pak²,

Wilkinson³

et al. 2022

JOPTE

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Introduction. Health informatics curricular content, while beneficial to the spectrum of education in physical therapy, is currently only required in physical therapist education programs, and even there, it is only crudely defined. e purpose of our study was to use the techniques of concept analysis and concept mapping to provide an outline of informatics content that can be the foundation for curriculum development and the construction of informatics competencies for physical therapy. Review of Literature. ere is no established consensus on the definition of health informatics. Medical and nursing informatics literature that clarifies and agrees on the attributes of health informatics is insufficient for curriculum development. Concept analysis is an approach commonly used in nursing and other health professions to analyze and deconstruct a term, in this case, health informatics, in order to provide clarity on its meaning. Subjects. A total of 73 definitions of health informatics were extracted from articles that met search criteria.Methods. We used an 8-step methodology from the literature for concept analysis, which included 1) selecting a concept; 2) determining the aims of the analysis; 3) identifying uses of the concept; 4) determining the defining attributes of the concept; 5) identifying a model case; 6) identifying related and illegitimate cases; 7) identifying antecedents and consequences; and 8) defining empirical referents. In addition, concept mapping was used to develop a visual representation of the thematic attributes and the elements that make them up. Results. We provide a visual map of the concept we now term "informatics in human health and health care" and clarify its attributes of data, disciplinary lens, multidisciplinary science, technology, and application. We also provide clarification through the presentation of a model case and a contrary case. Discussion and Conclusion. Concept analysis and mapping of informatics in human health and health care provided clarity on content that should be addressed across the continuum of physical therapy education. e next steps from this work will be to develop competencies for all levels of physical therapy education.

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“…One strategy for strengthening online learning for medical practitioners could be to align it more closely with clinical practice. It has been noted in the literature that current approaches to medical education disconnect activity from practice and care delivery [9]. To date there is limited research into how online learning could be personalised to align it more strongly with clinical practice.…”

Section: Introductionmentioning

confidence: 99%

“…Greater consideration of the role of electronic health data in medical practitioner learning may help individuals undertake activities that would enable more adaptive learning approaches. The need for adaptive expertise, the ability of the individual to adjust to practice challenges, has been recognised as a valuable in the context of medical education [9]. The characteristics of this expertise are described in the Master Adaptive Learner (MAL) Framework [21].…”

Section: Introductionmentioning

confidence: 99%

Delivering adaptive online learning using electronic health data: A feasibility and acceptability study with emergency trainees

Janssen

Coggins

Tadros

et al. 2023

Preprint

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Background: The widespread adoption of Electronic Medical Records (EMR) and digital technologies provides an opportunity to tailor online learning for healthcare providers. This is because EMRs contain a rich source of information on an individual’s clinical activities, providing an opportunity to tailor online learning for healthcare providers. There is increasing interest in the use of EMR data to understand performance and support continuous and targeted education for healthcare providers. Further current approaches to online learning do not link training to an individual’s clinical practice. This study aimed to address this gap by seeking to understand the feasibility and acceptability of personalising an online learning program using EMR data. Methods: The intervention was an adaptive online microlearning program consisting of a library of questions covering topics related to best practice management of common emergency department presentations. Study participants consisted of early career doctors undergoing training in emergency care. The study consisted of three design cycles which iteratively changed aspects of the intervention based on an end of cycle evaluation, in order to optimise the intervention. At the end of each cycle, an online survey and analysis of learning platform metrics were used to evaluate the feasibility and acceptability of the program. Within each cycle participants were recruited and enrolled in the adaptive program for six weeks, with new cohorts of participants in each cycle. Results: A total of 75 individuals participated in the study: 21 in design cycle one, 36 in design cycle two and 18 in design cycle three. Across each cycle, all participants triggered at least one question from their EMR data, with the majority triggering one question per week. The majority of participants in the study indicated the online program was engaging, and the content felt aligned with clinical practice. Conclusions: EMR data provides a rich source of information for supporting continuous professional development activities for healthcare providers. The use of EMR data to deliver an adaptive online learning program for emergency trainees is both feasible and acceptable. Further research is required on the optimal design of such a program to ensure training is closely aligned with clinical practice.

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Exploiting the power of information in medical education

Cited by 21 publications

References 24 publications

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

Building a Foundation for Health Informatics Content in Physical Therapy Education Through Concept Analysis and Concept Mapping

Delivering adaptive online learning using electronic health data: A feasibility and acceptability study with emergency trainees

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