From Competencies to Competence

Hersh, William R.; Biagioli, Frances E.; Scholl, Gretchen; Gold, Jeffrey A.; Mohan, Vishnu; Kassakian, Steven Z.; Kerns, Stephanie; Gorman, Paul N.

doi:10.1016/b978-0-12-805362-1.00013-9

Cited by 15 publications

(6 citation statements)

References 8 publications

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“…Numerous authors and professional organizations have called for systematic approaches to imparting AI-related knowledge, skills, and attitudes and for the development of a list of competencies that would guide this teaching and learning. 7–10,28–36 Competencies have been developed for informatics in medical 37 and nursing education, 38 and although some of these are relevant to AI, they lack the specificity needed for the use of powerful AI-based tools in clinical care. Although authors have made recommendations for AI-related topics to be included in health professions curricula 10 and others have cited exemplar programs, 17,18 no list of competencies had been formulated.…”

Section: Discussionmentioning

confidence: 99%

Competencies for the Use of Artificial Intelligence–Based Tools by Health Care Professionals

et al. 2022

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Purpose The expanded use of clinical tools that incorporate artificial intelligence (AI) methods has generated calls for specific competencies for effective and ethical use. This qualitative study used expert interviews to define AI-related clinical competencies for health care professionals. Method In 2021, a multidisciplinary team interviewed 15 experts in the use of AI-based tools in health care settings about the clinical competencies health care professionals need to work effectively with such tools. Transcripts of the semistructured interviews were coded and thematically analyzed. Draft competency statements were developed and provided to the experts for feedback. The competencies were finalized using a consensus process across the research team. Results Six competency domain statements and 25 subcompetencies were formulated from the thematic analysis. The competency domain statements are: (1) basic knowledge of AI: explain what AI is and describe its health care applications; (2) social and ethical implications of AI: explain how social, economic, and political systems influence AI-based tools and how these relationships impact justice, equity, and ethics; (3) AI-enhanced clinical encounters: carry out AI-enhanced clinical encounters that integrate diverse sources of information in creating patient-centered care plans; (4) evidence-based evaluation of AI-based tools: evaluate the quality, accuracy, safety, contextual appropriateness, and biases of AI-based tools and their underlying data sets in providing care to patients and populations; (5) workflow analysis for AI-based tools: analyze and adapt to changes in teams, roles, responsibilities, and workflows resulting from implementation of AI-based tools; and (6) practice-based learning and improvement regarding AI-based tools: participate in continuing professional development and practice-based improvement activities related to use of AI tools in health care. Conclusions The 6 clinical competencies identified can be used to guide future teaching and learning programs to maximize the potential benefits of AI-based tools and diminish potential harms.

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Section: Discussionmentioning

confidence: 99%

Competencies for the Use of Artificial Intelligence–Based Tools by Health Care Professionals

et al. 2022

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“…Moreover, there are staff members and case managers who are often responsible for tracking informatics and monitoring quality improvement projects, reducing the burden for practicing health professionals. Despite health professionals, 65 years and over-reporting lower use of health informatics, basic computer system skills and informatics use can be taught through training (Ali et al., 2018; Clauson et al., 2017; Haber, 2019; Hersh et al., 2017; Williams et al., 2019). One recent study found that computer skills training is not offered often, specifically, older nursing staff reported that they felt there were significant barriers for senior staff to partake in e-training and that there was interest to learn but few opportunities extended (Ali et al., 2018).…”

Section: Discussionmentioning

confidence: 99%

Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

Hicks‐Roof

Bailey

et al. 2021

SAGE Open Nursing

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Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

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“…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.…”

Section: Clinical Informatics At the Graduate Medical Education Levelmentioning

confidence: 99%

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

You,

Samal,

Leung

et al. 2023

Appl Clin Inform

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From Competencies to Competence

Cited by 15 publications

References 8 publications

Competencies for the Use of Artificial Intelligence–Based Tools by Health Care Professionals

Competencies for the Use of Artificial Intelligence–Based Tools by Health Care Professionals

Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

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

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