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Educating a health terminologist
Susan Matney1, Judith J Warren, Anne Casey
1University of Utah, Salt Lake City, Utah, USA. susan.matney@utah.edu
Studies in Health Technology and Informatics
|July 14, 2009
Summary
This study outlines essential competencies and educational strategies for healthcare terminologists. It emphasizes the need for specialized training in terminology standards and management servers for this evolving informatics role.
Area of Science:
- Healthcare Informatics
- Medical Terminology Education
Background:
- The emergence of healthcare informatics necessitates specialized roles like healthcare terminologists.
- Existing educational frameworks may not adequately address the unique skill set required for this profession.
Purpose of the Study:
- To define the core competencies for healthcare terminologists.
- To propose effective educational strategies for training these professionals, focusing on adult learning principles.
Main Methods:
- Literature review on informatics roles and terminology standards.
- Analysis of current educational practices in healthcare and information science.
- Synthesis of best practices for adult learning in professional development.
Main Results:
- Identified key competencies including knowledge of terminology standards, informatics principles, and terminology management systems.
- Highlighted the importance of integrating formal and informal learning approaches.
- Emphasized the need for curriculum development tailored to adult learners in healthcare informatics.
Conclusions:
- Formal and informal education is crucial for developing skilled healthcare terminologists.
- Training programs must incorporate standards development and terminology management server expertise.
- Addressing the needs of the adult learner is paramount for successful professional education in this field.
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