Health informatics programs for continuing education for health executives in Western Africa, and delivery using distance on-line education: a systematic review
Bibliographic record
Abstract
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
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".