Chapter
1 Computers, Patients, and Doctors—Theoretical and Practical Perspectives
The Doctor–Patient Relationship as a Social Interaction
The Coming of the Computer
The Concept of a Triadic Relationship
Implications for Medical Education
2 What’s All This Silence? Computer-Centered Communication in Patient-Doctor-Computer Communication
Multitasking Interference and Interruption
Could Silence Be the Key?
Discussion and Conclusions
3 Overcoming Health Disparities: The Need for Communication and Cultural Competency Training for Healthcare Providers Pract...
Telemedicine: An Access to Care Intervention Strategy
Perceived Cost Advantages of Telemedicine
Telemedicine in Rural Areas
Application of Telemedicine in Low-Income and Medium-Income Nations
Application of Telemedicine in High-Income Nations
Challenges in the Diffusion of Telemedicine in Rural Populations
The Necessity of Training for Telemedicine Providers in Rural Communities
Cultural Competency in the Virtual Healthcare Setting
Communication Training Specific to Virtual Healthcare Providers
Patient-Centered Care and Patient-Provider Communication
Communication Training for Virtual Providers
II. Ethical and Professional Conduct in the Digital Age
4 The Facets of Digital Health Professionalism: Defining a Framework for Discourse and Change
Defining Digital Professionalism
Digital Privacy and Safety in the Health Professional Context
Email, Text, and Instant Messaging
Implementing Electronic Communications Recommendations in the Real World
Digital Reputation in the Health Professions Context
Teaching Digital Professionalism in the Health Professional Context
Implementing Educational Interventions for Digital Professionalism in the Health Professions
How is the Digital Addressed in Current Competency-Based Education Frameworks?
Addressing Digital Professionalism Through Focused Faculty Development
Addressing Digital Professionalism Through the Formal Curriculum
Addressing Digital Professionalism Through the Informal Curriculum
Addressing Digital Professionalism Through the Hidden Curriculum
Don't Forget About the Potential for Good
5 Privacy and the Hi-Tech Healthcare Professional
Personal Health Information
Fair Information Principles
Compliance With Privacy Legislation
Quality Improvement, Program Evaluation, and Research
Special Privacy Considerations
Online Programs for Children
Online Web-Based Services
Educational Implications and Challenges for the Healthcare Professional
6 Ethics, Obligations, and Health Informatics for Clinicians
Why Do We Need Health Informatics Ethics for Health Professional Education?
Ethical Challenges of Widespread Use of Information Technology
Ethical Principles and Information Ethics
Data, Confidentiality, and the Learner
Clinical Data and Education: Secondary Data Use
The Expert Patient and HCP Education
Social Media, HCP Education, and Ethics
Mobile Computing Systems and the Learner
Digital Images and Ethics
Ethical Aspects of Telemedicine and Tele-Education
HCP Education, Digital Data and Research
III. Patient Safety and Quality Assurance Thrusts in Digital Healthcare and their Influence on Clinicians and Patients
7 Transformative Technology: What Accounts for the Limited Use of Clinical Decision Support Systems in Nursing Practice Whe...
Definition, Functionality, and Architecture of CDSSs
CDSSs and Clinical Reasoning Support
Evolution of CDSSs in Medicine
CDSSs in Clinical Nursing Practice
Use of CDSS in Clinical Nursing Education
Successful Implementation of a Nursing CDSS
Discussion and Recommendations
The New Landscape of Healthcare Delivery—An Inevitable Course
Lack of Consensus Regarding the Purpose of CDSSs
A Sustainable CDSS Requires Long-Term Investment and Commitment
IV. Health Information Literacy and Credibility Assessment
8 Developing Digital Literacies in Undergraduate Nursing Studies: From Research to the Classroom
Digitization of Health by the Internet and Social Media
The Internet and the Use of Online Health Information
Social Media and Health Care
Health Professionals Remain an Important Source of Health Information
Health Informatics Literacy
Developing Digital Literacy and Informatics Competency for Health Professionals
Review of the Literature Focusing on Teaching Digital Literacy to Undergraduate Students
Evaluating Online Health Information
Searching for High Quality Information
Criteria Used by Students to Appraise Online Health Information
Criteria Used by Students to Appraise the Credibility of Social Media Information
Strategies for Improving Health Literacy Competencies
Barriers in Competency Development
Perceptions of Students Regarding Their Digital Literacy Appraisal Skills
Current Informatics Competencies for Nursing Students
Integration of Digital Literacy Principles into Nursing Curricula: Tools and Strategy
Searching for Health Information Online
Critical Appraisal Skills
Collaboration with Librarians and Practice Stakeholders
II. EXPERIENCES FROM THE FIELD
V. Training Clinicians in Informatics and Practicing in IT-Enabled Settings
V.A Curriculum Design and Implementation Strategies
9 Lessons Learned and Looking Forward With Pharmacy Education: Informatics and Digital Health
Changing World of the Practice of Pharmacy: Focus on Technology
Why Pharmacy Education Must Pivot to Benefit Students and Patients
Transitioning to Include Core Information and Communication Technologies (ICT), Health Information Technologies (HIT), and ...
Digital Health and Emerging Teaching Modalities to Prepare Health Professional Students
The Next Generation of Interprofessional Education
Lessons Learned and Moving Forward in the Days Ahead
Appendix 9.1 Glossary of Informatics-Related Terminology Used in This Chapter
10 Patient-Centered Technology Use: Best Practices and Curricular Strategies
Best Practices: Promises and Pitfalls
Acquaint Yourself With the Chart
Aim for a Conversational Style
Employ the “Triangle of Trust”
Don’t Fall Victim to the Myth of Multitasking
The Importance of Real-Time Charting
Actively Encourage Patient Engagement With Technology
Accentuate the Positive, Eliminate the Negative
Maximize Use of Verbal and Nonverbal Communication Behaviors
Recognize When to Disengage From Technology
Meaningful Encounter Closure
Challenges to Practical Integration
Medical Student Curricula
Practicing Physician Curricula
A Longitudinal Example: The University of Chicago
Challenges to Implementation
11 Incorporating Patient’s Perspectives in Educational Interventions: A Path to Enhance Family Medicine Communication in th...
Educational Interventions
Educational Interventions: Length, Content, and Format of the Training Sessions
Development and Inclusion of a Training Module of Computer Communication Skills in the Undergraduate CC Course (Medical Stu...
Assessment Tools for Physician-Patient-Computer Communication
Portuguese Validation—Medical Students, Family Doctors, and Experts
Patients Perspectives and Experience Regarding Computer Use in the Consultation
Brief Review of Patients’ Perspectives Regarding Computer Use
Patients’ Perspectives and Experience
Future Trends: Design of Educational Interventions, Incorporating Patient’s Perspectives
12 Strategies Through Clinical Simulation to Support Nursing Students and Their Learning of Barcode Medication Administrati...
BCMA/eMAR and the Importance to Nursing Education
Barcode Medication Administration (BCMA) and Electronic Medication Administration (eMAR) Technologies
Medication Rights Framework and Nursing Education
Developing or Procuring a BCMA/eMAR Platform for Simulated Education
Using a Real BCMA/eMAR System
Using a Simulated BCMA/eMAR Platform
Using a Homegrown or Open Source BCMA/eMAR Platform
Key Principles for an Educational BCMA/eMAR
Best Practices Related to Simulated BCMA/eMAR Medication Administration
Best Practices to Teaching-Learning Medication Administration
Reinterpretation of the Medication Administration Process Underpin by BCMA/eMAR
Embedding Medication Administration Content Into Nursing Curricula
Simulated Practice Setting
Outside of Simulation Settings
Evaluation, Quality Assurance, and Research
Evaluating BCMA/eMAR Used in Simulation
Future Directions in Clinical Technology Enabled Simulation Education
VI. Local and regional interventions
13 From Competencies to Competence: Model, Approach, and Lessons Learned From Implementing a Clinical Informatics Curriculu...
Overview of UME Curriculum
Constraints, Limitations, Assumptions
Facilitators and Resources
Electronic Health Records
Information Retrieval and Evidence-Based Medicine
Challenges and Lessons Learned
Lessons Learned and Future Directions
14 Nurse Education in the Digital Age—A Perspective From the United Kingdom
Information Flows in Clinical Settings
Nurses and IT—Ready for the Revolution?
Nursing Informatics and Leadership
eLearning as a Mode of Nursing Education
Advanced Nursing Practice in the United Kingdom—Embedding Informatics Into the PG Curricula (Case Study)
Developing an Online Course
Should a Different Approach Be Used?
eHealth and Digital Nursing—Developing an Honors Option Course for Undergraduate Nurses
15 Effectiveness of Training Strategies That Support Informatics Competency Development in Healthcare Professionals
Modes of Training Delivery
Traditional Classroom-Based Instruction
Electronic Learning Tools
Supporting Technology Within Workflows
Monitoring for Acceptance
16 Integrating Health Informatics Into Australian Higher Education Health Profession Curricula
Government Policies, Strategies, and Programs
Response of Health Professional Bodies
Response of Education Providers
Challenges in Health Informatics Education for Clinicians
Overloaded Curricula at Undergraduate Level
Assumptions that Health Professionals Know How to Use Technology to Understand Health Informatics
Health Informatics Not Well Understood as a Specialization
Lack of Career Path for Health Professionals With Health Informatics Qualifications
Lack of Understanding of the Current Education Staff About Informatics
Strategies to Meet the Challenges
Develop Integrated Programs Linking Health Informatics Research and Teaching Programs
Embed Health Informatics as an Integrated Common Learning Theme Across Health Professional’s Education Courses
Develop a Health Informatics Culture Within Education and Research Institutions
Examples From Australian Higher Education Sector
Case Study 1: e-Health Postgraduate Course Development
Case Study 2: Integrating Informatics Into an Undergraduate Bachelor of Nursing Degree
Case study 3: Virtual Community of Practice Using Twitter
Case Study 4: Mobile Learning Opportunities for Clinical Supervisors
VII. State and National Level Initiatives
17 Implementing Informatics Competencies in Undergraduate Medical Education: A National-Level “Train the Trainer” Initiative
Faculty Development Workshops
Personal and Shared Information Management Workshop
Rationale for the Workshop
Introducing Terms That Describe eHealth
Introduction to the Principles of Personal Information Management
Introduction to the Principles of Shared Information Management
Reflections and Lessons Learned
Clinical Decision Management workshop
Reflections and Lessons Learned
Clinical Information Management workshop
Optimal Use of Clinical Data
Digital Health and Electronic Record Systems
Clinical Information Sharing
Teaching Clinical Data Management
Reflections and Lessons Learned
Health Communication Management workshop
Reflections and Lessons Learned
Next Steps and Future Direction
18 Development and Evaluation of a Statewide HIV-HCV-STD Online Clinical Education Program for Primary Care Providers
Background and Related Work
Online Resource Indexing, Classification, and Linkage through Ontology
GuideLine Interchange Format and GuideLine Execution Engine
Online Resource Usage Tracking
Evaluation of Online Clinical Education Programs
Development of CEI Online Education Resources
Multimedia Learning Modules
Interactive Case Simulation Tools
Cross-Linkages of CEI Online Resources
Usage of CEI Online Education Resources
Overview of Resource Usage—Web Traffics, Awards of CME/CNE Credits, and App Downloads
Interactive Case Simulation Tool Usage, Use Context, and Usage Patterns
Correlation of Interactive Case Simulation Tool Usage, Use Context, and Resource Dissemination Activities
Evaluation of CEI Online Education Program
Clinicians’ Evaluations of Online CME/CNE Courses and Self-Reported Impacts to Knowledge Translation and Clinical Practice
Comparison of Online and In-Person Training
VIII. Information and communication technology as an educational tool
19 IS4Learning—A Multiplatform Simulation Technology to Teach and Evaluate Auscultation Skills
The (Almost) Lost Art of Auscultation
The Essentials of Auscultation
How Do We Teach Auscultation Today?
Simulation-Based Auscultation Training
Can We Rethink the Teaching of Auscultation Using Simulation? Yes We Can!
IS4Health Simulation Technologies
The IS4Learning Technology
The IS4Learning Web Technology
The IS4Sharing Technology
Archetypal Auscultation Learning Use-Cases
20 The Use of Mobile Technologies in Nursing Education and Practice
The Use of Technologies in Nursing Education and Practice
The Use of Mobile Technologies in Nursing Education and Practice
Current Challenges and Opportunities of mHealth in Nursing
Future Trends in the Use of Mobile Technologies in Nursing Education and Practice
21 Leveraging Social Media for Clinician Training and Practice
An Overview of Social Media
Social Media Resources for Creating and Editing Websites
Social Media Resources for Content Sharing and Organizing
Pros of Using Social Media for Education and Practice
Cons of Using Social Media for Education and Practice
Social Media in Education
Data Analytics: A New Opportunity for Educators and Practitioners
III. EVALUATING STUDENTS AND PROGRAMS
22 Using Activity Data and Analytics to Address Medical Education’s Social Contract
Tracking Across Learning Modalities
Tracking Across Time and Context
The Role of Analytics in Meeting the Social Contract
23 Evaluating Educational Interventions for Health Professions in the Digital Age
What Evaluation Is and How It Relates to Research?
Evaluation of Educational Interventions: Simple, Complicated, and Complex Interventions
The Five Attributes: Reliability, Validity, Feasibility, Acceptability, and Educational Impact
Cost-Effectiveness Evaluation
Challenges in Conducting Evaluations
Planning for Evaluation in Advance
The Need for Measure Instruments
Summary and Future Directions
Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks
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