Academic Psychiatry

, Volume 30, Issue 6, pp 444–450 | Cite as

APA Summit on Medical Student Education Task Force on Informatics and Technology: Steps to Enhance the Use of Technology in Education Through Faculty Development, Funding and Change Management

  • Donald M. Hilty
  • Sheldon Benjamin
  • Gregory Briscoe
  • Deborah J. Hales
  • Robert J. Boland
  • John S. Luo
  • Carlyle H. Chan
  • Robert S. Kennedy
  • Harry Karlinsky
  • Daniel B. Gordon
  • Peter M. Yellowlees
  • Joel Yager
Leadership, Faculty Development, and Infrastructure

Abstract

Objective

This article provides an overview of how trainees, faculty, and institutions use technology for acquiring knowledge, skills, and attitudes for practicing modern medicine.

Method

The authors reviewed the literature on medical education, technology, and change, and identify the key themes and make recommendations for implementing technology in medical education.

Results

Administrators and faculty should initially assess their own competencies with technology and then develop a variety of teaching methods that use technology to improve their curricula. Programs should decrease the general knowledge-based content of curricula and increase the use of technology for learning skills. For programs to be successful, they must address faculty development change management and funding.

Conclusions

Willingness for change, collaboration, and leadership at all levels are essential factors for successfully implementing technology.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Peterson M: Library service delivery via hand-held computers—the right information at the point of care. Health Inform Libr J 2004; 21: 52–56CrossRefGoogle Scholar
  2. 2.
    Hilty DM, Hales DJ, Briscoe G, et al: APA Summit on Medical Student Education Task Force on Informatics and Technology: learning about computers and applying computer technology to education and practice. Acad Psychiatry 2006; 30: 29–35PubMedCrossRefGoogle Scholar
  3. 3.
    Council on Graduate Medical Education Resource Paper: Preparing learners for practice in a managed care environment. Washington, DC, Department of Health and Human Services, HRSA, 1997Google Scholar
  4. 4.
    Grasso BJ, Genest R: Use of a personal digital assistant in reducing medication error rates. Psychiatr Serv 2001; 52: 883–886PubMedCrossRefGoogle Scholar
  5. 5.
    Cruess RL, Patel VL, Groen GJ: Basic science studies. J Med Educ 1985; 60: 208PubMedGoogle Scholar
  6. 6.
    Luo JS, Hilty DM, Worley LL, et al: Considerations in change management. Acad Psychiatry 2006; 30: 465–469PubMedCrossRefGoogle Scholar
  7. 7.
    Martich GD, Waldmann CS, Imhoff M: Clinical informatics in critical care. J Intensive Care Med 2004; 19: 154–163PubMedCrossRefGoogle Scholar
  8. 8.
    Srinivasan M, Keenan C, Yager J: Visualizing the future: technology competency development in clinical medicine, and implications for medical education. Acad Psychiatry 2006; 30: 480–490PubMedCrossRefGoogle Scholar
  9. 9.
    Gjerde CL, Pipas CF, Russell M: Teaching of medical informatics in UME-21 medical schools: best practices and useful resources. Fam Med 2004; 36: S68–S73PubMedGoogle Scholar
  10. 10.
    Kirby RL: The GPEP report on undergraduate medical education: implications for rehabilitation medicine: Association of American Medical Colleges Panel on the General Professional Education of the Physician. Am J Phys Med 1987; 66: 184–191PubMedGoogle Scholar
  11. 11.
    Yellowlees PM, Hogarth M, Hilty DM: The importance of distributed broadband networks to academic biomedical research and educational programs. Acad Psychiatry 2006; 30: 451–455PubMedCrossRefGoogle Scholar
  12. 12.
    Seago BL, Schlesinger JB, Hampton CL: Using a decade of data on medical student computer literacy for strategic planning. J Med Libr Assoc 2002; 90: 202–209PubMedCentralPubMedGoogle Scholar
  13. 13.
    Kolb DA: Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ, Prentice-Hall, 1984Google Scholar
  14. 14.
    Jerant AF, Lloyd AJ: Applied medical informatics and computing skills of students, residents, and faculty. Fam Med 2000; 32: 267–272PubMedGoogle Scholar
  15. 15.
    Bergman LG, Fors UG: Computer-aided DSM-IV-diagnostics—acceptance, use and perceived usefulness in relation to users’ learning styles. BMC Med Inform Decis Mak 2005; 5: 1PubMedCentralPubMedCrossRefGoogle Scholar
  16. 16.
    Gillingham W, Holt A, Gillies J: Hand-held computers in health care: what software programs are available? N Z Med J 2002; 115: U180Google Scholar
  17. 17.
    Jwayyed S, Park TK, Blanda M, et al: Assessment of emergency medicine residents’ computer knowledge and computer skills. Acad Emerg Med 2002; 9: 138–145PubMedCrossRefGoogle Scholar
  18. 18.
    Barrett JR, Strayer SM, Schubart JR: Assessing medical residents’ usage and perceived needs for personal digital assistants. Int J Med Inform 2004; 73: 25–34PubMedCrossRefGoogle Scholar
  19. 19.
    Weller JM: Simulation in undergraduate medical education: bridging the gap between theory and practice. Med Educ 2004; 38: 32–38PubMedCrossRefGoogle Scholar
  20. 20.
    Lai TYY, Leung GM, Wong IOL, et al: Do doctors act on their self-reported intention to computerize? a follow-up population-based survey in Hong Kong. Int J Med Inform 2004; 73: 415–431PubMedCrossRefGoogle Scholar
  21. 21.
    Mars M, McLean M: Students’ perceptions of a multimedia computer-aided instruction course in histology. S Afr Med J 1996; 86: 1098–1102PubMedGoogle Scholar
  22. 22.
    Uribe JI, Ralph WM Jr, Glaser AY, et al: Learning curves, acquisition, and retention of skills trained with the endoscopic sinus surgery simulator. Am J Rhinol 2004; 18: 87–92PubMedGoogle Scholar
  23. 23.
    Hulsman RL, Mollema ED, Hoos AM, et al: Assessment of medical communication. Med Educ 2004; 38: 813PubMedCrossRefGoogle Scholar
  24. 24.
    McLean M, Murrell K: Web CT: Integrating computer-mediated communication and resource delivery into a new problem-based curriculum. J Audiov Media Med 2002; 25: 8–15PubMedGoogle Scholar
  25. 25.
    Srinivasan M, Hwang J, West D, et al: Assessment of clinical skills using simulator technologies. Acad Psychiatry 2006; 30: 508–518Google Scholar
  26. 26.
    Barron R: An evaluation of personal digital assistant software for drug interactions. Am J Health Syst Pharm 2004; 61: 380–385Google Scholar
  27. 27.
    Dobrousin A, Wilderman I: Which hand-held computer is better for doctors? part 2: comparing models with Microsoft operating systems. Can Fam Physician 2004; 50: 595–598PubMedCentralPubMedGoogle Scholar
  28. 28.
    Luo JS: Portable computing in psychiatry. Can J Psychiatry 2004; 49: 24–30PubMedGoogle Scholar
  29. 29.
    Luo JS, Ton H: Personal digital assistants in psychiatric education. Acad Psychiatry 2006; 30: 516–521PubMedCrossRefGoogle Scholar
  30. 30.
    Brilla R, Wartenberg KE: Introducing new technology: handheld computers and drug databases: a comparison between two residency programs. J Med Syst 2004; 28: 57–61PubMedCrossRefGoogle Scholar
  31. 31.
    Adatia FA, Bedard P: Palm reading 1: handheld hardware and operating systems. Can Med Assoc J 2002; 167: 775–780Google Scholar
  32. 32.
    Carroll AE, Tarczy-Hornoch P, O’Reilly E, et al: The effect of point-of-care personal digital assistant use on resident documentation discrepancies. Pediatrics 2004; 113: 450–454PubMedCrossRefGoogle Scholar
  33. 33.
    Tseng HM, Tiplady B, Macleod HA, et al: Computer anxiety: a comparison of pen-based personal digital assistants, conventional computer and paper assessment of mood and performance. Br J Psychol 1998; 89: 599–610PubMedCrossRefGoogle Scholar
  34. 34.
    Keenan CR, Nguyen HH, Srinivasan M: Electronic medical records and their impact on resident and medical student education. Acad Psychiatry 2006; 30: 522–527PubMedCrossRefGoogle Scholar
  35. 35.
    Hailey D, Roine R, Ohinmaa A: Systematic review of evidence for the benefits of telemedicine. J Telemed Telecare 2002; 8(suppl 1): 1–30PubMedCrossRefGoogle Scholar
  36. 36.
    Weinstein MC, Stason WB: Foundations of cost-effectiveness analysis for health and medical practices. N Engl J Med 1977; 296: 716–721PubMedCrossRefGoogle Scholar
  37. 37.
    Majeed A: Ten ways to improve information technology in the NHS. BMJ 2003; 326: 202–206PubMedCrossRefGoogle Scholar
  38. 38.
    Fielding N, Lee RM: New patterns in the adoption and use of qualitative software. Field Methods 2002; 14: 197–216CrossRefGoogle Scholar
  39. 39.
    Liaw ST, Marty JJ: Learning to consult with computers. Med Educ 2001; 35: 645–651PubMedCrossRefGoogle Scholar
  40. 40.
    Hilty DM, Marks SL, Urness D, et al: Clinical and educational applications of telepsychiatry: a review. Can J Psychiatry 2004; 49: 12–23PubMedGoogle Scholar
  41. 41.
    Pluye P, Grad RM: How information retrieval technology may impact on physician practice: an organizational case study in family medicine. J Eval Clin Pract 2004; 10: 413–430PubMedCrossRefGoogle Scholar

Copyright information

© Academic Psychiatry 2006

Authors and Affiliations

  • Donald M. Hilty
    • 1
  • Sheldon Benjamin
    • 2
  • Gregory Briscoe
    • 3
  • Deborah J. Hales
    • 4
  • Robert J. Boland
    • 5
  • John S. Luo
    • 6
  • Carlyle H. Chan
    • 7
  • Robert S. Kennedy
    • 7
  • Harry Karlinsky
    • 8
  • Daniel B. Gordon
    • 9
  • Peter M. Yellowlees
    • 1
  • Joel Yager
    • 10
  1. 1.University of California, DavisSacramentoUSA
  2. 2.University of Massachusetts Medical SchoolWorcesterUSA
  3. 3.Eastern Virginia Medical SchoolNorfolkUSA
  4. 4.American Psychiatric AssociationArlingtonUSA
  5. 5.Brown Medical SchoolProvidenceUSA
  6. 6.University of CaliforniaLos AngelesUSA
  7. 7.Medical College of WisconsinMilwaukeeUSA
  8. 8.University of British ColumbiaBritish ColumbiaUSA
  9. 9.Valhalla PartnersViennaUSA
  10. 10.University of New MexicoAlbuquerqueUSA

Personalised recommendations