ArticleJournal of clinical informatics2024
Perspectives on enhancing clinical informatics education in the artificial intelligence era.
Article in Journal of clinical informatics, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Incorporating Generative AI Into a Health Informatics Curriculum to Build 21st Century Competencies: Multisite Pre-Post Study.JMIR medical informatics · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Objectives: This paper aims to analyze clinical informatic (CI) - a subfield of biomedical and health informatics (BHI) - programs to identify challenges and provide solutions for CI education. Using an online clinical decision support system (CDSS) course as a case study, we demonstrate how these challenges can be addressed. In addition, we discuss the potential impact of generative artificial intelligence (AI), along with the opportunities and risks it presents for CI education. Methods: This is a perspective paper. The viewpoint analysis is based on a review of formal academic and training programs offered by the American Medical Informatics Association (AMIA) Academic Forum members, Accreditation Council for Graduate Medical Education (ACGME)-accredited CI programs, current literature, and experiences and insights of the authors, who are all CI or BHI educators. An online CDSS course serves as a case study. Results: We identified the following challenges in CI education: the absence of consensus on CI curriculum content, the diversity of student backgrounds, issues with timely and accurate evaluation of both teaching and learning, insufficient long-term mentoring, and the impact of new AI technologies like generative AI. We used an online CDSS course as an example to demonstrate the solutions in course design, textbook selection, teaching methods, and class project development. These solutions include developing standardized course content for the CI curriculum, incorporating group projects to accommodate diverse student backgrounds, implementing multi-level evaluations, providing ongoing mentoring and support, and cautiously integrating generative AI technologies. Conclusions: This paper identifies challenges in CI education, shares practical solutions, and discusses the potential impact of generative AI, a double-edged sword for teaching and learning. It provides a foundation and practical reference for CI education, situating it within the broader context of BHI, its foundational discipline. We aim to achieve safer and better healthcare through CI education and practice.
Indexed as
Identifiers
40051784PMC11884742What 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.