Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics: Second Revision

Bichel-Findlay, Jen; Koch, Sabine; Mantas, John; Abdul, Shabbir S; Al-Shorbaji, Najeeb; Ammenwerth, Elske; Baum, Analía; Borycki, Elizabeth M.; Demiris, George; Hasman, Arie; Hersh, William R.; Hovenga, Evelyn J. S.; Huebner, Ursula H; Huesing, Elaine S; Kushniruk, André; Lee, Kye Hwa; Lehmann, Christoph U.; Lillehaug, Svein-Ivar; Marin, Heimar F.; Marschollek, Michael; Martín-Sánchez, Fernando; Merolli, Mark; Nishimwe, Aurore; Saranto, Kaija; Sent, Danielle; Shachak, Aviv; Udayasankaran, Jai Ganesh; Were, Martin; Wright, Graham

doi:10.1016/j.ijmedinf.2022.104908

Cited by 42 publications

(58 citation statements)

References 76 publications

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“…The strategic goal is to produce generalists with competencies to elicit user needs, advise software developers, implement guidelines, and manage information resources, who have a good understanding of the field of health care and human services as a whole and of the area's special features and needs with respect to emerging technologies in digital health and social services. The need for this kind of education and research for generalists in organizations as well as for having the competencies necessary for training future professionals is indisputable [43,51].…”

Section: Imia Recommendations As the Basis Of The Curriculamentioning

confidence: 99%

“…The structure of the two-year curriculum (120 credits in the European Credit Transfer and Accumulation System (ECTS, one credit corresponds to 27 hours of work) has been compiled and applied and updated on the basis of the IMIA recommendations' six knowledge and skills areas: BMHI core principles, Health sciences and services, Computer, data, and information science, Social and behavioural sciences, Management science, and BMHI Specialization. [12][13]51].…”

Section: Imia Recommendations As the Basis Of The Curriculamentioning

confidence: 99%

“…The curricula are joint for students studying in various fields in the Faculty of Social Sciences and Business Studies. The HHSI specialist role [51] is achieved through the personal study plan (50 cr.) and doctoral thesis.…”

Section: Imia Recommendations As the Basis Of The Curriculamentioning

confidence: 99%

“…The AC2 accreditation follows the accreditation model launched by the IMIA in 2010 [63][64] and strengthens the accreditation process from European perspective. A programme accredited by a national accreditation committee does not necessarily follow a European quality level in BMHI [13,51]. Thus, international accreditation provides a competitive advantage to the programme and gives learners and collaborators of the institution insight into the programme's quality [51].…”

Section: Experiences From Imia Accreditationmentioning

confidence: 99%

“…A programme accredited by a national accreditation committee does not necessarily follow a European quality level in BMHI [13,51]. Thus, international accreditation provides a competitive advantage to the programme and gives learners and collaborators of the institution insight into the programme's quality [51].…”

Section: Experiences From Imia Accreditationmentioning

confidence: 99%

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Milestones and Outcomes in Health and Human Services Informatics Education Programmes

Saranto

Kinnunen

2022

Studies in Health Technology and Informatics

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This chapter describes the milestones and outcomes of Health and Human Services Informatics (HHSI) education programmes at master and doctoral degree level. In Finland, since the year 2000 the programmes have been based on the International Medical Informatics Association (IMIA) recommendations on biomedical and health informatics and the master’s degree programme has been twice accredited by the IMIA Accreditation Committee. The paradigm created to advance and support both education and research in the health and human services fields is used to analyse and synthesize the research focuses of students’ theses and evaluate milestones. The outcomes of HHSI programmes are described using quantitative and qualitative data from a student administrative database and student theses. The research focuses and research methods were coded for master’s and doctoral theses based on the HHSI paradigm. Experiences from the accreditations and feedback are summarized to provide insights for future development. Based on the results, recommendations for further development of the programmes are provided.

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Section: Imia Recommendations As the Basis Of The Curriculamentioning

confidence: 99%

Section: Imia Recommendations As the Basis Of The Curriculamentioning

confidence: 99%

Section: Imia Recommendations As the Basis Of The Curriculamentioning

confidence: 99%

Section: Experiences From Imia Accreditationmentioning

confidence: 99%

Section: Experiences From Imia Accreditationmentioning

confidence: 99%

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Milestones and Outcomes in Health and Human Services Informatics Education Programmes

Saranto

Kinnunen

2022

Studies in Health Technology and Informatics

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Initial Experiences of Electronic Medical Record Simulation Environment in eHealth Education Course for Medical Students in Finland

Kuikka,

Veikkolainen,

Salmijärvi

et al. 2024

Communications in Computer and Information Science

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Different electronic medical record systems (EMR) have established themselves as part of the Finnish health care service provision. There is a need to ensure health care professionals’ competence and training for such systems. The MEDigi project, aimed to modernize and harmonize the Finnish basic medical education, recognized EMR systems as a key competence area for medical professionals in eHealth topics. The project also led to the development of a new eHealth course and an EMR simulation environment targeted for medical students based on the Esko EMR system already in production use.A new simulation environment was developed in cooperation with the Faculty of Medicine at University of Oulu and Esko Systems Ltd. The simulation environment was implemented as an optional exercise in a cross-institutional web-based course teaching eHealth topics to medical students in the spring 2023. Students’ experiences with the simulation environment and associated exercise were collected with a feedback survey using 5- and 10-point Likert scales.An EMR simulation environment “TrainingEsko” was successfully implemented into the “Basics in eHealth for Medical Students” course. Up to 11 medical students took part in the exercise, of which two participated in the associated feedback survey. They expressed satisfaction with the performance of the simulation environment and the associated exercise.Our initial experiences with the EMR simulation environment give support for the further use of the EMR simulation environment in future course implementations. According to the feedback the students found the environment effective and the exercises beneficial for learning about EMR systems.

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Biomedical and health informatics teaching in Portugal: Current status

Costa¹,

Almeida²,

Araujo³

et al. 2023

Heliyon

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Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics: Second Revision

Cited by 42 publications

References 76 publications

Milestones and Outcomes in Health and Human Services Informatics Education Programmes

Milestones and Outcomes in Health and Human Services Informatics Education Programmes

Initial Experiences of Electronic Medical Record Simulation Environment in eHealth Education Course for Medical Students in Finland

Biomedical and health informatics teaching in Portugal: Current status

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