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Implementing a Novel Interprofessional Clinical Informatics Curriculum
A novel interprofessional clinical informatics curriculum was developed, piloted, and implemented, using an academic medical record. Targeted learners included undergraduate, graduate, and professional students across five health science colleges. A team of educators and practitioners representing t...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Lippincott Williams & Wilkins
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9172881/ https://www.ncbi.nlm.nih.gov/pubmed/35213472 http://dx.doi.org/10.1097/CIN.0000000000000855 |
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author | Schubert, Carolyn Bruce, Ericka Karl, Joyce Nahikian-Nelms, Marcia Pennyman, Natalie Rizer, Milisa Vrontos, Emily Hebert, Courtney |
author_facet | Schubert, Carolyn Bruce, Ericka Karl, Joyce Nahikian-Nelms, Marcia Pennyman, Natalie Rizer, Milisa Vrontos, Emily Hebert, Courtney |
author_sort | Schubert, Carolyn |
collection | PubMed |
description | A novel interprofessional clinical informatics curriculum was developed, piloted, and implemented, using an academic medical record. Targeted learners included undergraduate, graduate, and professional students across five health science colleges. A team of educators and practitioners representing those five health science colleges was formed in 2016, to design, develop, and refine educational modules covering the essentials of clinical informatics. This innovative curriculum consists of 10 online learning modules and 18 unique imbedded exercises that use standardized patient charts and tailored user views. The exercises allow learners to adopt the role of various providers who document in EMRs. Students are exposed to the unique perspectives of an attending physician, nurse, radiological technician, and health information manager, with the goal of developing knowledge and skills necessary for efficient and effective interprofessional communication within the EMR. The campus-wide clinical informatics curriculum is online, flexible, asynchronous, and well-established within each college, allowing faculty to select and schedule content based on discipline-specific learner and course needs. Program modifications over the past 4 years have correlated with a positive impact on the students' experience. |
format | Online Article Text |
id | pubmed-9172881 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Lippincott Williams & Wilkins |
record_format | MEDLINE/PubMed |
spelling | pubmed-91728812022-06-08 Implementing a Novel Interprofessional Clinical Informatics Curriculum Schubert, Carolyn Bruce, Ericka Karl, Joyce Nahikian-Nelms, Marcia Pennyman, Natalie Rizer, Milisa Vrontos, Emily Hebert, Courtney Comput Inform Nurs Features A novel interprofessional clinical informatics curriculum was developed, piloted, and implemented, using an academic medical record. Targeted learners included undergraduate, graduate, and professional students across five health science colleges. A team of educators and practitioners representing those five health science colleges was formed in 2016, to design, develop, and refine educational modules covering the essentials of clinical informatics. This innovative curriculum consists of 10 online learning modules and 18 unique imbedded exercises that use standardized patient charts and tailored user views. The exercises allow learners to adopt the role of various providers who document in EMRs. Students are exposed to the unique perspectives of an attending physician, nurse, radiological technician, and health information manager, with the goal of developing knowledge and skills necessary for efficient and effective interprofessional communication within the EMR. The campus-wide clinical informatics curriculum is online, flexible, asynchronous, and well-established within each college, allowing faculty to select and schedule content based on discipline-specific learner and course needs. Program modifications over the past 4 years have correlated with a positive impact on the students' experience. Lippincott Williams & Wilkins 2022-02-28 /pmc/articles/PMC9172881/ /pubmed/35213472 http://dx.doi.org/10.1097/CIN.0000000000000855 Text en Copyright © 2022 The Authors. Published by Wolters Kluwer Health, Inc. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND) (https://creativecommons.org/licenses/by-nc-nd/4.0/) , where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. |
spellingShingle | Features Schubert, Carolyn Bruce, Ericka Karl, Joyce Nahikian-Nelms, Marcia Pennyman, Natalie Rizer, Milisa Vrontos, Emily Hebert, Courtney Implementing a Novel Interprofessional Clinical Informatics Curriculum |
title | Implementing a Novel Interprofessional Clinical Informatics Curriculum |
title_full | Implementing a Novel Interprofessional Clinical Informatics Curriculum |
title_fullStr | Implementing a Novel Interprofessional Clinical Informatics Curriculum |
title_full_unstemmed | Implementing a Novel Interprofessional Clinical Informatics Curriculum |
title_short | Implementing a Novel Interprofessional Clinical Informatics Curriculum |
title_sort | implementing a novel interprofessional clinical informatics curriculum |
topic | Features |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9172881/ https://www.ncbi.nlm.nih.gov/pubmed/35213472 http://dx.doi.org/10.1097/CIN.0000000000000855 |
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