Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America.
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| Title: | Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America. |
|---|---|
| Authors: | Chartash, David1,2 dchartas@ieee.org, Rosenman, Marc3,4, Wang, Karen2, Chen, Elizabeth5 |
| Source: | JMIR Medical Education. Jul-Sep2022, Vol. 8 Issue 3, p1-14. 14p. |
| Subject Terms: | *Medical education, *Outcome-based education, Medical practice, Undergraduate education, Medical logic |
| Geographic Terms: | North America |
| Abstract: | Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. [ABSTRACT FROM AUTHOR] |
| Copyright of JMIR Medical Education is the property of JMIR Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159453948 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chartash%2C+David%22">Chartash, David</searchLink><relatesTo>1,2</relatesTo><i> dchartas@ieee.org</i><br /><searchLink fieldCode="AR" term="%22Rosenman%2C+Marc%22">Rosenman, Marc</searchLink><relatesTo>3,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Wang%2C+Karen%22">Wang, Karen</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Chen%2C+Elizabeth%22">Chen, Elizabeth</searchLink><relatesTo>5</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22JMIR+Medical+Education%22">JMIR Medical Education</searchLink>. Jul-Sep2022, Vol. 8 Issue 3, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+practice%22">Medical practice</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+logic%22">Medical logic</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of JMIR Medical Education is the property of JMIR Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2196/39794 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Medical practice Type: general – SubjectFull: Undergraduate education Type: general – SubjectFull: Medical logic Type: general – SubjectFull: North America Type: general Titles: – TitleFull: Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chartash, David – PersonEntity: Name: NameFull: Rosenman, Marc – PersonEntity: Name: NameFull: Wang, Karen – PersonEntity: Name: NameFull: Chen, Elizabeth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Sep2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 23693762 Numbering: – Type: volume Value: 8 – Type: issue Value: 3 Titles: – TitleFull: JMIR Medical Education Type: main |
| ResultId | 1 |
