HIMSS TIGER Committee Informatics Definitions
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Artificial Intelligence in Health Care: the Hope, the Hype, the Promise, the Peril
Artificial Intelligence in Health Care: The Hope, the Hype, the Promise, the Peril Michael Matheny, Sonoo Thadaney Israni, Mahnoor Ahmed, and Danielle Whicher, Editors WASHINGTON, DC NAM.EDU PREPUBLICATION COPY - Uncorrected Proofs NATIONAL ACADEMY OF MEDICINE • 500 Fifth Street, NW • WASHINGTON, DC 20001 NOTICE: This publication has undergone peer review according to procedures established by the National Academy of Medicine (NAM). Publication by the NAM worthy of public attention, but does not constitute endorsement of conclusions and recommendationssignifies that it is the by productthe NAM. of The a carefully views presented considered in processthis publication and is a contributionare those of individual contributors and do not represent formal consensus positions of the authors’ organizations; the NAM; or the National Academies of Sciences, Engineering, and Medicine. Library of Congress Cataloging-in-Publication Data to Come Copyright 2019 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: Matheny, M., S. Thadaney Israni, M. Ahmed, and D. Whicher, Editors. 2019. Artificial Intelligence in Health Care: The Hope, the Hype, the Promise, the Peril. NAM Special Publication. Washington, DC: National Academy of Medicine. PREPUBLICATION COPY - Uncorrected Proofs “Knowing is not enough; we must apply. Willing is not enough; we must do.” --GOETHE PREPUBLICATION COPY - Uncorrected Proofs ABOUT THE NATIONAL ACADEMY OF MEDICINE The National Academy of Medicine is one of three Academies constituting the Nation- al Academies of Sciences, Engineering, and Medicine (the National Academies). The Na- tional Academies provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. -
Annual Report 2018–2019 Our Vision
ANNUAL REPORT 2018–2019 OUR VISION We shape tomorrow. We confront problems and create solutions. We expand information’s impact and technology’s potential. Together, our faculty, staff, students, and alumni make the world a better place—day by day, project by project, leap by leap. LEADERSHIP Raj Acharya Since its establishment in 2000, the Luddy School of Informatics, Computing, and Dean Engineering has built a reputation as one of the broadest of its kind. Our more than 3,000 students come from Indiana and around the world, and our unique blend Mathew Palakal of programs in informatics, computer science, intelligent systems engineering, Senior Executive Associate information and library science, data science, and more create an interdisciplinary, Dean collaborative environment where ideas thrive. Erik Stolterman Bergqvist Our forward-looking school is a mélange, a salad bowl of disparate but related Senior Executive Associate disciplines. That salad bowl provides us with a holistic taste of creativity and Dean innovation while preserving and enhancing the taste of the individual components. Esfandiar Haghverdi As we have grown exponentially through our first two decades, we have maintained Executive Associate Dean for our core values with an open-minded view of tomorrow, one that has allowed us to Undergraduate Education stay on the cutting edge of technology while anticipating what the future holds. David Leake We accomplished much during the 2018-19 school year. Our information and library Executive Associate Dean science program was ranked second in the world behind only Harvard by the 2018 Academic Ranking of World Universities. Researchers at our school garnered Kay Connelly $16.1 million in grants from the National Science Foundation, the National Institute Associate Dean for Research of Health, the National Cancer Institute, the Department of Defense, and other prestigious organizations, and our school ranks 12th in computer and information Karl F. -
Computing the Future
STA2015 1/8/2015 Computing the Future The Evolving Roles of Informatics and Information Technology in Health Care Edward H. Shortliffe, MD, PhD Professor of Biomedical Informatics and Senior Advisor to the Executive Vice Provost College of Health Solutions, Arizona State University Adjunct Faculties, Columbia University and Weill Cornell Medical College Annual Meeting Society for Technology in Anesthesia Royal Palms Resort & Spa Phoenix, AZ January 8, 2014 ©EHShortliffe 2015 1 STA2015 1/8/2015 ©EHShortliffe 2015 2 STA2015 1/8/2015 What I Would Like to Discuss . •Reflections on the evolution of technologies in our society, to provide context for considering health information technology (HIT) and its future •Discussion of the evolution of informatics as a discipline •Some words about nomenclature •Relationship of informatics to HIT • Assessment of our current state •Some examples from anesthesiology •Anticipating future directions ©EHShortliffe 2015 3 STA2015 1/8/2015 Analogy: Commercial Aviation Roughly where we are today in the evolution of health information technology relative to what we envision Analogy: Evolution of Personal Computing Devices ©EHShortliffe 2015 4 STA2015 1/8/2015 1980s Subsequently .. •Network connectivity (Internet and wireless) •Modern PCs, Macs, netbooks, etc. •Smartphones •Tablet computing •Smart devices •Personal devices •And more to come . ©EHShortliffe 2015 5 STA2015 1/8/2015 The Evolving Paradigm White House at night President Bush calls for universal implementation of electronic health records within 10 years -
A Career in Health Care Informatics: the Outlook and Options Table of Contents a Career in Health Care Informatics: the Outlook and Options
A Career in Health Care Informatics: The Outlook and Options Table of Contents A Career in Health Care Informatics: The Outlook and Options Introduction 3 Health Care Informatics vs. Nursing Informatics 5 Job Growth and Outlook 6 Careers in Health Care Informatics 12 Chief Medical Information Officer (CMIO) 14 Director of Clinical Information Systems 16 Data Scientist 18 Health Informatics Consultant 19 Professor of Health Informatics 21 Researcher 22 Breaking into the Field 24 INTRODUCTION Health Care Informatics Vs. Nursing Informatics Health care informatics has been a distinct discipline for several decades now. But it has moved to the forefront over the last five years with health care organizations making the transition to electronic health records (EHRs). Today, the health care informatics industry is exploding and the Bureau of Labor Statistics predicts that jobs in the field will “grow much faster than the average for all occupations.” Defined by the U.S. National Library of Medicine as the “interdisciplinary study of the design, development, adoption and application of IT-based innovations in health care services delivery, management and planning,” health care informatics was propelled to popularity with the passage of the Health Information Technology for Economic and Clinical Health Act. Under this law, health centers, including hospitals, clinics and private physician offices, were required to create and maintain electronic medical records for every patient by the year 2015. 3 INTRODUCTION Health Care Informatics Vs. Nursing Informatics By now, the majority of health centers have moved to electronic patient records, which has created enormous possibilities in the field of health informatics. -
Health Information Technology
Published for 2020-21 school year. Health Information Technology Primary Career Cluster: Business Management and Technology Course Contact: [email protected] Course Code: C12H34 Introduction to Business & Marketing (C12H26) or Health Science Prerequisite(s): Education (C14H14) Credit: 1 Grade Level: 11-12 Focused Elective This course satisfies one of three credits required for an elective Graduation Requirements: focus when taken in conjunction with other Health Science courses. This course satisfies one out of two required courses to meet the POS Concentrator: Perkins V concentrator definition, when taken in sequence in an approved program of study. Programs of Study and This is the second course in the Health Sciences Administration Sequence: program of study. Aligned Student HOSA: http://www.tennesseehosa.org Organization(s): Teachers are encouraged to use embedded WBL activities such as informational interviewing, job shadowing, and career mentoring. Coordinating Work-Based For information, visit Learning: https://www.tn.gov/content/tn/education/career-and-technical- education/work-based-learning.html Available Student Industry None Certifications: 030, 031, 032, 034, 037, 039, 041, 052, 054, 055, 056, 057, 152, 153, Teacher Endorsement(s): 158, 201, 202, 203, 204, 311, 430, 432, 433, 434, 435, 436, 471, 472, 474, 475, 476, 577, 720, 721, 722, 952, 953, 958 Required Teacher None Certifications/Training: https://www.tn.gov/content/dam/tn/education/ccte/cte/cte_resource Teacher Resources: _health_science.pdf Course Description Health Information Technology is a third-level applied course in the Health Informatics program of study intended to prepare students with an understanding of the changing world of health care information. -
Health Care Informatics Keng Siau
IEEE TRANSACTIONS ON INFORMATION TECHNOLOGY IN BIOMEDICINE, VOL. 7, NO. 1, MARCH 2003 1 Health Care Informatics Keng Siau Abstract—The health care industry is currently experiencing a fundamental change. Health care organizations are reorganizing their processes to reduce costs, be more competitive, and provide better and more personalized customer care. This new business strategy requires health care organizations to implement new tech- nologies, such as Internet applications, enterprise systems, and mo- bile technologies in order to achieve their desired business changes. This article offers a conceptual model for implementing new in- formation systems, integrating internal data, and linking suppliers and patients. Index Terms—Bioinformatics, data mining, enterprise systems, health informatics, information warehouse, internet, mobile tech- nology, patient relationship management, telemedicine. I. INTRODUCTION Fig. 1. Health care supply chain. NFORMATION technology has expanded to encompass I nearly every industry in the world from finance and banking to universities and nonprofit organizations. The health placement for the physician–patient relationship; instead it is care industry, which is composed of hospitals, individual meant to enhance this relationship, by making both physicians physician practices, specialty practices, as well as managed and patients better informed. care providers, pharmaceutical companies, and insurance companies, is no exception. The industry’s expanded interest II. CURRENT USE OF IT IN HEALTHCARE in information systems implementation has primarily been Current literature on the deployment of information systems fueled by needs for cost efficiency, increased competition, as in the health care sector shows that most organizations are al- well as a fundamental change in the health care industry, in locating a relatively small amount of resources toward informa- which providers have changed their focus from reactive care tion systems. -
Telehealth Transformation: COVID-19 and the Rise of Virtual Care
Journal of the American Medical Informatics Association, 0(0), 2020, 1–6 doi: 10.1093/jamia/ocaa067 Perspective Perspective Downloaded from https://academic.oup.com/jamia/advance-article-abstract/doi/10.1093/jamia/ocaa067/5822868 by guest on 01 June 2020 Telehealth transformation: COVID-19 and the rise of virtual care Jedrek Wosik,1 Marat Fudim,1 Blake Cameron,2 Ziad F. Gellad,3,4 Alex Cho,5 Donna Phinney,6 Simon Curtis,7 Matthew Roman,6,8 Eric G. Poon ,5,6 Jeffrey Ferranti,6,8,9 Jason N. Katz,1 and James Tcheng1 1Division of Cardiology, Department of Medicine, Duke University School of Medicine, Durham, North Carolina, USA, 2Division of Nephrology, Department of Medicine, Duke University School of Medicine, Durham, North Carolina, USA, 3Division of Gastroen- terology, Department of Medicine, Duke University School of Medicine, Durham, North Carolina, USA, 4Center for Health Services Research in Primary Care, Durham VA Medical Center, Durham, North Carolina, USA, 5Division of General Internal Medicine, De- partment of Medicine, Duke University School of Medicine, Durham, North Carolina, USA, 6Duke Network Services, Duke Univer- sity Health System, Durham, North Carolina, USA, 7Private Diagnostic Clinic, Duke Health Access Center, Durham, North Carolina, USA, 8Duke Health Technology Solutions, Durham, North Carolina, USA and 9Department of Pediatrics, Duke University School of Medicine, Durham, North Carolina, USA Corresponding Author: Jedrek Wosik, MD, Division of Cardiology, Department of Medicine and Division of Cardiology, Duke University School of Medicine, 2301 Erwin Road, Durham, NC, USA; [email protected] Received 14 April 2020; Editorial Decision 15 April 2020; Accepted 17 April 2020 ABSTRACT The novel coronavirus disease-19 (COVID-19) pandemic has altered our economy, society, and healthcare system. -
14 School Subject Informatics (Computer Science) in Russia: Educational Relevant Areas
i i i i School Subject Informatics (Computer Science) in Russia: Educational Relevant Areas EVGENIY KHENNER and IGOR SEMAKIN, Perm State National Research University, Russia This article deals with some aspects of studying Informatics in Russian schools. Those aspects are part of the ‘third dimension’ of the Darmstadt model (they are also projected on the other two dimensions of this model) and include evolution of the subject, regulatory norms conforming to the Federal Educational Standards, the learning objectives, the required learning outcomes, and the Unified National Examination in Informatics, which is required for admission to a number of university programs. It is interesting to note that correspondence between requirements for the outcomes of learning Informatics in Russian school and the requirements of K-12 Computer Science Standards (USA) is quite satisfactory. It is noteworthy that the relatively high level of school education in Informatics in Russia is determined by the well-established methodological system with a 30-year history, the subject’s being on the list of core disciplines at school, as well as the existence of a state-sponsored system of education teachers of Informatics. Categories and Subject Descriptors: K.3.2 [Computers and Education]: Computer and Information Science Education—Computer science education General Terms: Algorithms, Languages, Security Additional Key Words and Phrases: History of Informatics in school, education policies, educational standards, qualification and professional experience of teachers, learning objectives and outcomes, structural components of Informatics, curriculum issues, Unified National Exam, extracurricular activities, textbooks, didactic software ACM Reference Format: Khenner, E. and Semakin, I. 2014. School subject informatics (computer science) in Russia: Educational relevant areas. -
B.A. in Computing and Informatics 856-256-4805
College of Science and Mathematics Contact Department of Computer Science Robinson Hall B.A. in Computing and Informatics 856-256-4805 www.rowan.edu/computerscience Curriculum About this program The curriculum for the major is divided into The Bachelor of Arts in Computing and Informatics is a new degree designed for three major areas: Foundation courses, Basic students who are interested in pursuing careers in information technology which requires Core Areas, and Computing and Informatics a solid understanding of the principles of computing – but not the underpinnings of Electives. computer science theory and mathematics. Such careers include, but are not limited to: The Foundation courses represent a sequence of courses primarily focused on programming Programmers Software QA / Testing Engineers skills across a variety of infrastructure Infrastructure Administrators Computer Service Coordinators platforms. Introductory courses will expose Support Technicians Deployment Technicians students to programming concepts in two different languages (e.g.,, Java, C++ or (e.g., Help Desk support) (e.g., end-user support for system releases) Python). Students will then master more Technical Application Trainers Technical Documentation Specialists complex programming via the completion of two Advanced Programming Workshops. How does this program differ from the B.S. in Computer Students will also be required to complete the Science? Basic Core Areas which cover data structures, In comparison to the existing B.S. in Computer Science, this -
ALGORITHMS of INFORMATICS Volume 3 Antoncom Budapest, 2011
ALGORITHMS OF INFORMATICS Volume 3 AnTonCom Budapest, 2011 This electronic book was prepared in the framework of project Eastern Hungarian Informatics Books Repository no. TÁMOP-4.1.2-08/1/A-2009-0046. This electronic book appeared with the support of European Union and with the co-financing of European Social Fund. Editor: Antal Iványi Authors of Volume 3: Béla Vizvári (Chapter 24), Antal Iványi and Shariefuddin Pirzada (Chapter 25), Zoltán Kása, and Mira-Cristiana Anisiu (Chapter 26), Ferenc Szidarovszky and László Domoszlai, (Chapter 27), László Szirmay-Kalos and László Szécsi (Chapter 28), Antal Iványi (Chapter 29), Shariefuddin Pirzada, Antal Iványi and Muhammad Ali Khan (Chapter 30) Validators of Volume 3: Gergely Kovács (Chapter 24), Zoltán Kása (Chapter 25), Antal Iványi (Chapter 26), Sándor Molnár (Chapter 27), György Antal (Chapter 28), Zoltán Kása (Chapter 29), Zoltán Kása (Chapter 30), Anna Iványi (Bibliography) c 2011 AnTonCom Infokommunikációs Kft. Homepage: http://www.antoncom.hu/ Contents Introduction to Volume 3 ........................... 1207 24.The Branch and Bound Method ..................... 1208 24.1. An example: the Knapsack Problem ................. 1208 24.1.1. The Knapsack Problem .................... 1209 24.1.2. A numerical example ...................... 1211 24.1.3. Properties in the calculation of the numerical example . 1214 24.1.4. How to accelerate the method ................. 1216 24.2. The general frame of the B&B method ................ 1217 24.2.1. Relaxation ............................ 1217 24.2.2. The general frame of the B&B method ............ 1224 24.3. Mixed integer programming with bounded variables ......... 1229 24.3.1. The geometric analysis of a numerical example . 1230 24.3.2. The linear programming background of the method . -
Course Syllabus
Introduction to Health Informatics (101) Course Syllabus COURSE Health Informatics (101) COURSE DESCRIPTION Introduction to Health Informatics (101) offers an overview of the field of health informatics by providing students with the fundamental knowledge of the concepts of health informatics and how technology can be used in the delivery of health care. The course is intended to increase VA workforce capacity for the design, configuration, use, and maintenance of informatics interventions that improve health care delivery to our nation’s veterans. Geared towards the community college level, this web-based course is based on the content offered in conjunction with Bellevue College and developed for use in the Office of the National Coordinator (ONC) for Health Information Technology Workforce Development Program. One of six different self-study modules is offered each month on a rotating basis. COURSE GOALS & Upon completion of all six modules, participants will have: OBJECTIVES • Explored how technology can be used to improve health care delivery in health care organizations and in public health. • Acquired breadth of knowledge of the principles of health informatics. • Developed basic skills in using health informatics principles to improve practice. • Acquired a conceptual and theoretical framework of the design, development, and implementation of health information systems. • Acquired a basic understanding of educational and instructional design theory and principles and how the principles can be applied to deliver effective training to users of health information systems. COURSE PREREQUISITES There are no pre-requisites for this course. It is open to anyone interested in health informatics. There are no course fees and no tuition requirements for the program. -
ASHP Statement on the Pharmacist's Role in Clinical Informatics
Automation and Information Technology–Statements 13 ASHP Statement on the Pharmacist’s Role in Clinical Informatics Position ogy professionals to promote the safe, efficient, effective, timely, and optimal use of medications. They contribute to ASHP believes that pharmacists have the training, knowl- the transformation of healthcare by analyzing, designing, edge, background, and responsibility to assume a significant implementing, maintaining, and evaluating information and role in clinical informatics. communication systems that improve medication-related outcomes and strengthen the pharmacist–patient relation- Background ship. The role of pharmacy informaticists revolves around their knowledge of pharmacy practice, safe medication use, Healthcare organizations continue to invest a significant clinical decision-making, and the improvement of medica- amount of financial and human resources in health informa- tion therapy outcomes, combined with their understanding tion technology (HIT) initiatives, including advanced clini- of the discipline of informatics and HIT systems.10 Their pri- cal systems, electronic health records, business intelligence mary roles and responsibilities must encompass five broadly and analytics tools, and applications that deliver the highest defined categories: levels of patient safety and value. This growth has not only led to a considerable demand for HIT workers but, more • Data, information, and knowledge management: man- importantly, has identified the need for a work force with aging medication-related information while promot- training and skills to create a successful and safe interface ing integration, interoperability, and information ex- between HIT and the healthcare delivery system. This work change. force must understand healthcare, information and commu- • Information and knowledge delivery: delivering med- nication technology, and the people, processes, and culture ication-related information and knowledge throughout of an organization.