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The Internet: A Missing Link in the Informatics Curriculum

Connie M. Bongiorno, MSLS, PhD Candidate / bongior@oakland.edu
Peter L. Stevenson, MD, FACOG
Oakwood Hospital, Dearborn, MI

Florida Family Physician
January 1996 / Volume 46 / Number 1
Extended On-line Article

History/Evolution | Introducing the Internet | Curriculum Proposal | Summary | References

History/Evolution

 The University of Heidelberg/School of Technology Heilbronn recently celebrated its 20th anniversary in medical informatics education. In its development of a systematic approach to Medical Informatics, American institutions easily adopted a course structure in electronic information. [1] Heidelberg was instrumental in building the curriculum foundation, however, the rapid changes in communication brought about by the Internet have forced informatics faculty to question the validity of their current course outline.

Several factors have demanded the inclusion of the Internet in today's curriculum. Universities, hospitals, libraries, and patients have all become publishers of medical information on the Internet . [2] This has given physicians access to electronic texts, papers, databases, and forums that have created a virtual library which covers the various medical specialities and crosses geographic boundaries. Internet accounts are also more readily available through commercial and institutional providers. It is not uncommon for universities to offer Internet accounts as a part of the registration process.

Many of the existing educational programs in informatics have provided the physician with an understanding of the physical components of the computer, and basic program applications. This approach assumed that physicians had limited computer skills. This is no longer the case. Recent graduates of medical schools and residency programs are products of a computer-literate generation raised on electronic games, word processing programs, and simple databases. [3] The foundation for computer knowledge is now receptive toward the inclusion of a more cognitive application such as the Internet.

Introducing the Internet

The Internet has provided a multimedia tool for access to medical information that can be reached at the user's convenience via a modem or direct connection. Physicians may not be aware of the many advantages to an Internet connection, however, many are familiar with the most popular and most basic application of the Internet; Electronic Mail. [4] Pressure between colleagues to communicate through electronic mail serves as an advantage in introducing the Internet into the curriculum. The ability to consult with colleagues through personal correspondence or multiuser groups such as the various medical discussion lists is quite appealing. In addition, graphical interfaces such as World Wide Web simplify navigation and promote a more relaxed and aesthetically pleasing experience.

Curriculum Proposal

 In order to fully understand our position on curriculum revision in medical informatics, we have proposed a curriculum that can be implemented in any residency or continuing medical education program. The approach emphasizes the practical application from the physician's office. The course structure involves both the physician and medical librarian. The librarian for her ability to locate and qualify medical resources and the physician to validate the clinical significance and practicality in an office setting. The course outline can be successfully divided into four levels. As the physician becomes confident in his electronic knowledge base, the curriculum develops into the multimedia facets of information query and retrieval. Operating systems such as Windows and DOS are touched upon on a need to know basis.

Summary

 If physicians are to take advantage of technology, medical institutions must pursue advances in informatics and implement a periodic evaluation of course structure. The constant evolution of medical knowledge and electronic access requires that physicians develop and maintain computer literacy in order to enhance patient care. [5] Patients value their physician's attempt to provide individualized health care through the use of computer-assisted programs. [6] Clinical and Library faculty must be adept in providing and forecasting what impact new technology will have on a physician's practice and the welfare of his patients. We believe that a curriculum which offers practical information and promotes communication skills such as those demonstrated by the Internet will make a positive contribution to health care delivery.

References
  1. Frey, W; Haux, R; Leiner, F; Leven, J. Medical Informatics Heidelberg/Heilbronn: Graduates' Experiences and Job Situation. Meth Inform Med 1994; 33(3): 290-8.
  2. Goldwein, JW; Benjamin, I Internet-Based Information: Time To Take Charge. Ann Int Med 1995; 123(2): 152-3.
  3. Nelson, Richard. Medical Informatics and Continuing Education. Iowa Med 1993; 83(2): 74.
  4. Ellenberger, Beth. Navigating Physician Resources on the Internet. Can Med Assoc 1995; 152(8): 1303-7.
  5. Huntley, AC; Conrad, SJ Internet Tools in the Medical Classroom. Med Ed 1994; 28: 508-12.
  6. Hayword, Robert; Kahn, Gary. "Patient Education." Computers in Clinical Practice: Managing, Patients, Information and Communication. Ed. Jerome A Osheroff. Philadelphia: American College of Physicians, 1995. 93-109.
Edited on December 10, 1995 / Updated on December 10, 1995
Location: http://www.med.ufl.edu/medinfo/ffp/internet.html
Contact: Richard Rathe, MD / rrathe@ufl.edu
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