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Supporting Clinical Informatics Competency Development Among the Clinical Informatics Team at Providence Health Care.

Jillisa Byard1, Kathy Ho1, Alexander Williams1

  • 1Department of Clinical Informatics, Providence Health Care, Vancouver BC.

Studies in Health Technology and Informatics
|July 25, 2024
PubMed
Summary
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This study details a peer-led training project to enhance clinical informatics (CI) competencies within a healthcare team. The project assessed skills, provided targeted education, and evaluated learning outcomes to guide future CI training initiatives.

Area of Science:

  • Health Informatics
  • Knowledge Translation
  • Healthcare Management

Background:

  • Clinical informatics (CI) competencies are essential for healthcare organizations to effectively utilize information communication technologies (ICTs) and ensure quality patient care.
  • Interdisciplinary CI teams can support ICT adoption but may need structured development and support.
  • A gap exists in practical, evidence-informed guidance for implementing CI training programs within healthcare settings.

Purpose of the Study:

  • To describe the design, delivery, and implementation of a peer-led knowledge translation project focused on enhancing CI competencies.
  • To assess the effectiveness of tailored education interventions for identified knowledge gaps within a CI team.
  • To provide practical, evidence-based recommendations for establishing peer-led, practice-based CI training programs.
Keywords:
Clinical informaticscompetenciescontinuous educationinterprofessionalismknowledge translation

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Main Methods:

  • A two-year peer-led knowledge translation project was conducted with a CI team at Providence Health Care (PHC).
  • CI competencies were assessed, followed by the development and delivery of tailored educational interventions.
  • The Kirkpatrick evaluation model was employed to assess participant satisfaction, cognitive retention (using a validated tool), and project partner feedback on CI team performance post-intervention.

Main Results:

  • The project successfully implemented a CI competency assessment and tailored education program.
  • Evaluation using the Kirkpatrick model indicated positive learning outcomes, including participant satisfaction and improved cognitive retention.
  • Feedback from project partners suggested enhanced CI team performance 12 weeks after the educational intervention.

Conclusions:

  • Peer-led, practice-based training is an effective strategy for enhancing clinical informatics competencies within healthcare teams.
  • A structured approach involving competency assessment and tailored education can address specific knowledge gaps.
  • This case study offers a replicable model for developing and implementing CI training programs, contributing to improved ICT utilization and quality care.