Benchmarking Informatics BCS Health Informatics Forum Katherine Pigott (Course Administrator)
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Benchmarking Informatics BCS Health Informatics Forum Katherine Pigott (Course Administrator)
Benchmarking Informatics BCS Health Informatics Forum Katherine Pigott (Course Administrator) Dr S de Lusignan, Ms A Rapley, Dr S Barman, Ms A Pritchard-Copley & Mr J Robinson Biomedical informatics BSc / MSci St George’s - University of London Overview • What is a benchmarking standard? • Why benchmark learning outcomes for informatics? • Setting up an undergraduate informatics course • Course content and structure Overview (2) • Constructing the benchmark • The three levels of the benchmarking statement • Principal findings For the future • Future collaborative work • Useful web links What is a benchmarking standard? “1.The conceptual framework that gives a discipline its coherence and identity; 2. About the intellectual capability and understanding that should be developed, 3. The techniques and skills which are associated with developing an understanding in that discipline; and 4. The level of intellectual demand and challenge which is appropriate to that discipline.” Why benchmark learning outcomes for informatics? • Makes standards and core competencies explicit to students, HEIs + employers • Enables transnational education + employment • Has a pivotal role in Quality Assurance. • Will support future development of informatics courses. Setting up an undergraduate informatics course Rationale • Increased role of IT in Healthcare • Increased drive for system interoperability • Tripartite course can pool expertise from three institutions Challenges in devising curriculum • No QAA defined benchmarks for informatics • Curriculum guidelines 5 to 6 years old Course Structure of BSc/MSci Biomedical Informatics •BSc/MSci course •Four themes and 8 subjects • Eight 3-week modules a year, revisiting each of the 8 subjects in increasing complexity. • Students can take work placement between years 2 and 3. •Students can take 2 to 3 month placements between the years. Years 1-3 – first 4 subjects 1. Health, disease and treatment. 2. Technology at the point of care. 3. Clinical data & the computerised medical record. 4. Health services strategy and IS. Years 1-3 – second 4 subjects 5. Healthcare organisation 6. Evidence based medicine and knowledge management 7. Information governance 8. Genetics and bioinformatics Course Content - MSci • Research/project options • Medical Statistics • Evaluating Informatics tools • Specialist options (selection) – Programming – Electronic Commerce Technologies – Analysis and developing software Constructing the benchmarking statement (1) • Mapped 6 publications outlining academic & vocational scope of informatics – – – – – IMIA – International Medical Informatics Association IT Eductra – Education and Training in health informatics BCS-ES – BCS Health Informatics Forum Education Steps NHS NOS – National Occupational Standards for Health Informatics NHS IM&T – National Health Service Vocational awards in Information Management and Technology – Draft programme for BMI at SGUL. Constructing the benchmarking statement (2) • Bloom’s taxonomy • Creation of 20 web templates • Mapping learning objectives and vocational competencies to benchmarks Benchmarking Statements Level 1 The seven core learning outcomes include • Identify the need for IT applications in healthcare. • Demonstrate competence in the technologies and skills for learning and development. • Apply organisational techniques to interpret information. • Deploy skills required in management of patients and their records. • Describe health and social care information systems. • Define basic terminology and concepts of informatics and computer science and explain concepts in mathematics and biometry. Benchmarking Statements Level 2 The seven core learning outcomes include: • Discuss and apply advanced informatics and computer science. • Demonstrate use and design of software. • Analyse and assess different coding systems in healthcare. • Define and evaluate informatics standards. • Display an awareness of the fields of Medicine, health and biosciences, NHS and describe applications of biomedical informatics specialities. • Show appropriate customer service skills. Benchmarking Statements Level 3 The six core learning outcomes include: • Critically discuss ethical issues. • Manage, implement and assess ICT. • Identify and synthesise solutions for technical/security faults. • Present information regarding image and signal processing. • Plan, implement, monitor, evaluate and complete projects. • Exhibit managerial skills and knowledge. Principal Findings • Commonality across informatics academic objectives. • Current standards (i.e. IMIA) need updating. • Benchmarks offer increased transparency to HEIs, employers & enable transnational collaboration. Plans for the future • Validation of benchmarks • Map UKCHIP competencies • Examine limitations of mapping to a single place in the learning hierarchy. • Call for further research Useful web links • Information about our course: http://www.sgul.ac.uk/ • Benchmarking statement on the web: http://www.gpinformatics.org/benchmark2006/ Further reading: Pritchard-Copley, A., de Lusignan, S., Rapley, A., Robinson, J.,Towards a benchmarking statement for Biomedical Informatics. Healthcare Computing. 2006: 221-229. Any questions? Contact: [email protected] 020 8725 5661