ArticleAMIA ... Annual Symposium proceedings. AMIA Symposium2022
A Unified Approach to Clinical Informatics Education for Undergraduate and Graduate Medical Education.
Article in AMIA ... Annual Symposium proceedings. AMIA Symposium, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Clinical Informatics Education to Advance Learning Health Systems: A Scoping Review.Learning health systems · 2026Article
- Vanderbilt Clinical Informatics Center Education Strategy: To Infinity and Beyond!Applied clinical informatics · 2025Article
- A Standard Approach to Project-Based Learning in a Clinical Informatics Fellowship.Applied clinical informatics · 2024Article
- A Call to Support Informatics Curricula in U.S.-Based Residency Education.Applied clinical informatics · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Vanderbilt University Medical Center has adopted a unified approach to undergraduate and graduate clinical informatics education. Twenty-three learners have completed the course which is designed around four key activities: 1) didactic sessions 2) informatics history and physical where learners observe clinical areas, document workflows, identify a problem to solve and propose an informatics-informed solution 3) informatics clinic where learners are side-by-side with practicing clinical informaticians and 4) interactive learning activities where student groups work through case-based informatics problems with an informatics preceptor. These experiences are coupled with opportunities for asynchronous projects, reflections, and weekly assessments. The curriculum learning objectives are modeled after the clinical informatics fellowship curriculum. Feedback suggests the course is achieving the planned goals. It is a feasible model for other institutions and addresses knowledge gaps in clinical informatics for undergraduate and graduate medical education learners.
Indexed as
Identifiers
37128381PMC10148303What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.