Health informatics education – working across the professional boundaries

Pearson, Andrew; Urquhart, Christine

doi:10.1108/00242530210421068

Cited by 8 publications

(8 citation statements)

References 11 publications

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“…Although the NHS librarians interviewed benefited from the networking opportunities and learning from each other, there could be a danger that they do not, collectively, or individually, perceive the skills gaps that truly exist. A survey 21 in 2000 of skills required for health information work found that there were similarities in the skills required of librarians and the information analysts, information officers, but noted that 'paradoxically, the possession of a librarianship qualification might be viewed as the entry to a career with very narrowly delimited prospects, whereas a graduate with general numerical, analytical and critical skills might be able to progress quite rapidly in a variety of information management posts in the health sector. ' One possible advantage of the Knowledge and Skills Framework 22 for NHS staff, first published in 2004, is the opportunity for librarians to see how their skills and knowledge match up against those of other staff working in health informatics.…”

Section: Discussionmentioning

confidence: 99%

The education and training needs of health librarians—the generalist versus specialist dilemma

Petrinic

Urquhart

2007

Health Info Libraries J

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Aims and objectives : The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education. Methods : Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region. Results : The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts. Conclusions : The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship.

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Section: Discussionmentioning

confidence: 99%

The education and training needs of health librarians—the generalist versus specialist dilemma

Petrinic

Urquhart

2007

Health Info Libraries J

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“…• embedding informatics learning thoroughly in other aspects of professional learning and development (Hersh 2004;Pearson and Urquhart 2002); • providing collaborative informatics learning opportunities across professional boundaries (Brock and Smith 2007;Gassert et al 2006); • using learning and training technologies that enable learners to work in authentic or virtual informatics environments for professional practice (Bamidis et al 2008;Connors et al 2002).…”

Section: Review Of the Literaturementioning

confidence: 98%

Factors in the development of clinical informatics competence in early career health sciences professionals in Australia: a qualitative study

Gray

Sim

2010

Adv in Health Sci Educ

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This paper reports on a qualitative study investigating how Australian health professionals may be developing and deploying essential clinical informatics capabilities in the first 5 years of their professional practice. It explores the experiences of four professionals in applying what they have learned formally and informally during their university education and during workplace learning and training. This study is based on a broad review of the literature on clinical informatics education and training; its findings support international analyses and suggest that new strategic efforts among stakeholders in the healthcare system are required to make progress in building workforce capacity in this field, in Australia and elsewhere.

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“…This is now changing, as information managers become involved in networking of knowledge databases (such as medline ) and librarians increasingly handle multimedia and bioinformatics data. Although the two types of health information professional have perceived themselves as different, the divide is not as sharp as might be thought, with skills required better viewed as a spectrum 3 allowing professionals, if they wish, to move from one type of information work to another. Development of units such as health informatics services and knowledge management units, will bring together health information professionals who have traditionally worked apart.…”

Section: The Spectrum Of Health Information Management Skillsmentioning

confidence: 99%

Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

Urquhart

Chambers²,

Connor³

et al. 2002

Health Info Libraries J

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The aim of the article is to review evaluations of distance learning programmes in health information management, in order to identify the critical success factors for such programmes and discuss future directions. The emphasis is on the UK experience, based partly on reflections on the experience of one programme at University of Wales Aberystwyth (now over 10 years old), and partly on a policy review conducted for the NHS Information Authority and the NHS Information Policy Unit. The methods are, as far as possible, those of a systematic review of existing research, with, additionally, an overview of relevant policy developments for lifelong learning. The topics covered include the aims, objectives and educational philosophies of the programmes. The evidence, combined with the UWA experience, indicates the importance of face-to-face interaction, to complement distance or virtual learning. A student-centred approach to curriculum design and delivery is essential.

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Health informatics education – working across the professional boundaries

Cited by 8 publications

References 11 publications

The education and training needs of health librarians—the generalist versus specialist dilemma

The education and training needs of health librarians—the generalist versus specialist dilemma

Factors in the development of clinical informatics competence in early career health sciences professionals in Australia: a qualitative study

Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

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