Teaching Hands-On Informatics Skills to Future Health Informaticians: A Competency Framework Proposal and Analysis of Health Care Informatics Curricula

Sapci, A Hasan; Sapci, Hasan

doi:10.2196/15748

Cited by 27 publications

(14 citation statements)

References 19 publications

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“…Even though several organizations, agencies, and work groups such as the International Medical Informatics Association [ 47 ], the Commission on Accreditation for Health Informatics and Information Management Education [ 48 , 49 ], the Health Informatics Society of Australia [ 50 ], the TIGER (Technology Informatics Guiding Education Reform) Initiative [ 51 ], and the Association of American Medical Colleges [ 52 ] published skill recommendations for health informatics curricula, they have not determined specific skill sets for AI education. Furthermore, a recent study evaluated health informatics students' skills in developing AI apps and emphasized the need to develop new competencies [ 53 ].…”

Section: Discussionmentioning

confidence: 99%

Artificial Intelligence Education and Tools for Medical and Health Informatics Students: Systematic Review

Sapci

2020

JMIR Med Educ

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156

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Background The use of artificial intelligence (AI) in medicine will generate numerous application possibilities to improve patient care, provide real-time data analytics, and enable continuous patient monitoring. Clinicians and health informaticians should become familiar with machine learning and deep learning. Additionally, they should have a strong background in data analytics and data visualization to use, evaluate, and develop AI applications in clinical practice. Objective The main objective of this study was to evaluate the current state of AI training and the use of AI tools to enhance the learning experience. Methods A comprehensive systematic review was conducted to analyze the use of AI in medical and health informatics education, and to evaluate existing AI training practices. PRISMA-P (Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols) guidelines were followed. The studies that focused on the use of AI tools to enhance medical education and the studies that investigated teaching AI as a new competency were categorized separately to evaluate recent developments. Results This systematic review revealed that recent publications recommend the integration of AI training into medical and health informatics curricula. Conclusions To the best of our knowledge, this is the first systematic review exploring the current state of AI education in both medicine and health informatics. Since AI curricula have not been standardized and competencies have not been determined, a framework for specialized AI training in medical and health informatics education is proposed.

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Section: Discussionmentioning

confidence: 99%

Artificial Intelligence Education and Tools for Medical and Health Informatics Students: Systematic Review

Sapci

2020

JMIR Med Educ

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156

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“…Laboratory accreditation and individual certification of forensic science professionals should be mandatory, and all forensic science professionals should have access to a certification process. In determining appropriate standards for accreditation and certification, the AFLAC will consider recognized and established international standards such as those developed by the ISO [ 28 , 29 ].…”

Section: Discussionmentioning

confidence: 99%

The Need for Standards Unification in Forensic Laboratory Practices: Protocol for Setting Up the Arab Forensic Laboratories Accreditation Center

Al-Mazroua¹,

Mahmoud²

2022

JMIR Res Protoc

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Background Despite the recent trend toward developing and applying quality control measures in the forensic science disciplines, there is a heightened interest to efforts to ameliorate disparate quality among laboratories through the enforcement of standards and best practices. Objective This protocol aims to set up the Arab Forensic Laboratories Accreditation Center (AFLAC) to act as a key driving legal force for accreditation of the different forensic laboratories in the Arab region. Methods Upon its development, the Forensic Laboratory-Arabian Gate (FLAG) platform will serve as a preliminary stage for the AFLAC, and 2 preparatory steps will be achieved through the FLAG platform: the first one is a scoping study to analyze the international guidelines regarding the forensic laboratory practices in different specialties, and the second one is mapping surveys to explore how the international and national guidelines are translated into practice in Arab forensic laboratories. Development of the Arab forensic laboratories accreditation center will be initiated by building the AFLAC quality management system, which comprises formation of the forensic science committees to achieve the standards required for accreditation in each discipline. This will be followed by the attainment of regional accreditation recognition of the Arab Accreditation Cooperation (ARAC) and the International Laboratory Accreditation Cooperation. This recognition necessitates achieving International Organization for Standardization/International Electrotechnical Commission 17011 standard requirements prior to official application to the ARAC. Results The first phase of our work (the FLAG platform) began in February 2022 and is expected to end in December 2022. The FLAG platform was proposed to the Arab Society of Forensic Sciences and Forensic Medicine in March 2022, and we received approval to host this web development project. Subsequent phases are anticipated to begin in January 2023 and are expected to end in 2025. Conclusions This work describes our approach to provide a valuable tool for forensic laboratory accreditation services to promote the best practice and its consistency in the field of forensic sciences in the Arab region. International Registered Report Identifier (IRRID) PRR1-10.2196/36778

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“…Results of our study showed that most common hiring organizations were health system and hospitals followed by academic institutes. Recent studies highlight the need for informatics training in the public health workforce [35]. Similarly, the Council on Education for Public Health (CEPH) includes informatics as a foundational competency for accreditation of public health programs.…”

Section: Discussionmentioning

confidence: 99%

Developing Evidence-based Population Health Informatics curriculum: Integrating competency based model and job analysis

Joshi

Bruce

Amadi

et al. 2021

OJPHI

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With the rapid pace of technological advancements, public health professions require a core set of informatics skills. The objective of the study is to integrate informatics competencies and job analysis to guide development of an evidence-based curriculum framework and apply it towards creation of a population health informatics program. We conducted content analysis of the Population Health Informatics related job postings in the state of New York between June and July 2019 using the Indeed job board. The search terms included “health informatics” and “population health informatics.” The initial search yielded 496 job postings. After removal of duplicates, inactive postings and that did not include details of the positions’ responsibilities resulted in 306 jobs. Information recorded from the publicly available job postings included job categories, type of hiring organization, educational degree preferred and required, work experience preferred and required, salary information, job type, job location, associated knowledge, skills and expertise and software skills. Most common job titles were characterized as analyst (21%, n=65). More than one-third of the hiring organizations for these jobs were health systems (35%, n=106). Almost 100% (n=291) of the jobs were fulltime. Nearly half of the jobs were based in New York (47%, n=143). Data/statistical analysis (68%, n=207), working in multidisciplinary teams (35%, n=108), and biomedical/clinical experience (30%, n=93) were common skills needed. Structured query language (SQL), Python, and R language were common programming language skills. The proposed framework guides development of a 39-credit fully online population health informatics curriculum in a rapidly changing technological environment.

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Teaching Hands-On Informatics Skills to Future Health Informaticians: A Competency Framework Proposal and Analysis of Health Care Informatics Curricula

Cited by 27 publications

References 19 publications

Artificial Intelligence Education and Tools for Medical and Health Informatics Students: Systematic Review

Artificial Intelligence Education and Tools for Medical and Health Informatics Students: Systematic Review

The Need for Standards Unification in Forensic Laboratory Practices: Protocol for Setting Up the Arab Forensic Laboratories Accreditation Center

Developing Evidence-based Population Health Informatics curriculum: Integrating competency based model and job analysis

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