Health informatics programs for continuing education for health executives in Western Africa, and delivery using distance on-line education: a systematic review
Notice bibliographique
Résumé
Background Health informatics is defined as “the intersection of clinical, IM/IT and management practices to achieve better health” (COACH)1. In the developed world, the implementation of health informatics, with the goal of improving patient care and reducing costs, has been implemented in public health, hospitals, and physician practices. Accompanying these efforts are educational programs at the post-secondary, Bachelor, Masters and PhD level. The aim of these programs is to give graduates the skills necessary to continue the drive towards innovative health information technologies. These achievements have been documented in the health care literature. In developing countries, the lack of structured health informatics education programs is a barrier to addressing the need for these programs. Objective To systematically review the literature to determine: (1) what comprises a health informatics continuing education curriculum for health executives, (2) the applicability of said curriculum to Western African countries, and (3) the effectiveness of distance on-line education methods for delivering the curriculum. Methods Medline and Embase were searched over the time period January 2000 to February 2014. Google was also used to discover additional articles pertinent to the research objectives. Qualitative and quantitative studies were included if they focused on the use of distance on-line delivery for education and/or health informatics education, or discussed health informatics curricula for clinicians and non-clinicians, or addressed health informatics education in developing countries, or more than these three. Results 16 studies (7 quantitative, 9 qualitative) met the inclusion criteria. Educational needs for health executives were considered. In developing countries, Information and Communication Technology (ICT) infrastructure must have sufficient capacity to support delivery of educational materials and activities in order to be effective. A majority of the quantitative studies (6 out of 7) found that distance on-line delivery of education and associated technologies (podcasts, virtual environments) had positive effects on student engagement, learning and retention. Conclusions For busy health executives, short courses on health informatics can offer on-line assistance in providing continuing education. Distance on-line education is now an accepted approach to earning academic credentials and acquiring knowledge. Collaborative efforts between universities in developed and developing countries, along with grant funding, can greatly aid in delivering health informatics education to developing countries.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,031 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,003 | 0,003 |
| Bibliométrie | 0,009 | 0,010 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».