临床信息学的纵向研究生医学教育课程:功能,结构和评估
Bradley Rowland1,2, Jacqueline You3,4, Sarah Stern1,5
1Department of Internal Medicine, Wake Forest School of Medicine, Informatics and Analytics, Winston Salem, North Carolina, United States.
Applied clinical informatics
|October 3, 2024
概括
在研究生医学教育 (GME) 中实施纵向信息学课程可以增强健康信息学工作人员. 该计划为医生提供健康信息技术培训,支持临床信息学 (CI) 的发展.
科学领域:
- 医学教育 医学教育
- 医疗信息学 医疗信息学
- 学术医学 学术医学
背景情况:
- 越来越多的医疗信息学家需求使得医疗培训中需要信息学教育.
- 认证机构主张将信息学课程纳入医学研究生教育 (GME).
研究的目的:
- 描述一个2年的纵向信息学课程,在7年内实施.
- 引导美国GME项目领导人建立类似的信息学项目.
主要方法:
- 课程与临床信息学 (CI) 核心内容保持一致,由多学科团队领导.
- 在内部医学部门内使用学术学习健康系统 (aLHS) 模型.
- 以低直接成本和在高等学术医疗中心的实际应用为特征.
主要成果:
- 毕业13名医生 (内科医生和儿科医生) 在急性/门诊护理和各种专业项目.
- 开发了临床决策支持工具,有可能用于外围资金申请.
- 毕业生追求CI董事会认证,奖学金和其他专业,形成一个分布式的CI经验丰富的医生网络.
结论:
- GME级别的信息学课程可以促进CI奖学金入学率和CI工作人员.
- 培养具有跨专业健康信息技术专业知识的医生,包括那些没有正式CI认证的医生.
- 突出了根植于aLHS原则的纵向路径,需要多学科团队和领导支持.
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