And the top 10 are… The top e-health competencies taught in Australian health

professionals curriculum

Kerryn Butler-HendersonDiscipline Leader - HIMCurtin University

OUTLINE

• Project overview

• Findings from OLT e-health survey

• AHIEC competencies development

• e-Health OLT workshop results

• Other e-health OLT project findings

OLT e-HEALTH PROJECT

Dr Kathleen Gray

Dr Ambica Dattakumar

Kerryn Butler-Henderson

Dr Anthony Maeder

Professor Helen Chenery

OLT e-HEALTH PROJECT

• December 2010 – November 2012

• Originally “Coordinated interprofessional curriculum renewal for e-health capability in clinical health professional degrees”

• No previous assessment and evaluation of e-health competencies in tertiary clinical education

OLT e-HEALTH PROJECT

• Systematic literature review: http://espace.library.uq.edu.au/view/UQ:271361

• National online survey

• In-depth telephone survey

• National workshops

• Accreditation analysis

• e-Health resource inventory

ONLINE & TELEPHONE SURVEY

• Online survey sent to 400 course coordinators (26.25% response rate)

• 68.5% no specific e-health competency requirements by accrediting bodies

• 61.9% agreed that the majority of employers expect some level of e-health competency

ONLINE & TELEPHONE SURVEY

• 83.8% stated curriculum addresses e-health yet nearly 80% of courses did not use an e-health expert in curriculum development &/or delivery. o E-learning and EBP misconception

• 51.4% teaching methods address e-health but only 30.5% assessed e-health competency

OLT WORKSHOPS

• February 2012: Brisbane, Sydney, Perth, Melbourne

• All Pro-Vice Chancellors, Heads of Schools and Course Coordinators of tertiary health courses invited - 52 participants

• Pre-workshop readings

• Information provision

• Panel session

AHIEC PROJECT

Australian Health Informatics Education Council

• February 2009

• National health informatics competencies

• Released November 2011

• Identified e-health competencies for all healthcare workers

AHIEC PROJECT• Three competency domains:

o Knowledge (17 descriptors)o Medicine, Health and Biosciences, Health System

Organisation (15 descriptors)o Informatics/Computer Sciences, Mathematics, Biometry (13

descriptors)Level Category Definition

 

1 Remembering Recall previous learned information.2 Understanding Comprehending the meaning, translation, interpolation, and

interpretation of instructions and problems. State a problem in one's own words.

3 Applying Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

4 Analysing Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

5 Evaluating Make judgments about the value of ideas or materials.6 Creating Builds a structure or pattern from diverse elements. Put parts together

to form a whole, with emphasis on creating a new meaning or structure.

FOCUS GROUPS

• In groups, identify top five competency descriptors essential for a clinical graduate

• Identify learning outcomes to assess if students have met this competency

• Identify the main methods of teaching such competencies

• Identify potential assessment activities to determine if these competencies have been met

Then analysed the competencies identified with greatest frequency.

And the top 10 are…

2.8: Remember quality assessment and performance in healthcare, supporting direct patient care and safe 

clinical practice.AHIEC level 1 (Remembering)

Learning Outcome Teaching Method Assessment Activities

Application of quality assurance principles to support direct patient care and safe clinical practice.

Case study analysis, undertaking Continuous Quality Improvement (CQI) during clinical placements and audit completion.

Completing an audit and reviewing the CQI to ensure that it is complete and correctly applied.

2.15: Apply identity management in healthcare, including collection and quality data management for 

identifiers in a shared healthcare environment.AHIC level 3 (Applying)

Learning Outcome Teaching Method Assessment Activities

Understand and implement passwords. Ethics, security and identity management.

Discussion of complex scenarios where something goes wrong and discussions of hypothetical situations.

Tutors would be responsible for evaluating and marking the responses and reactions to the teaching method activity.

1.16: Understand informatics methods and tools to support education (including flexible and distance learning), use of relevant educational technologies 

(including internet and world wide web).AHIEC level 2 (Understanding) 

Learning Outcome Teaching Method Assessment Activities

Understand different types of learning tools and critiquing educational material.

Exposure to various tools, and analysing websites, books and other forms of media.

Constructing a small sample product using a chosen tool, creating rubrics for good assessments and evaluate other students’ rubrics.

1.2: Understand need for systematic information processing in healthcare, and the benefits and 

constraints of technology in healthcare.AHIEC level 2 (Understanding) 

Learning Outcome Teaching Method Assessment Activities

Demonstrate an understanding of information processing in healthcare and the benefits/constraints of technology.

Cases studies or evidence based reviews.

Case study analysis and analysis of systems.

3.11: Understand methods for decision support and their application to patient management, acquisition, representation and engineering of medical knowledge; 

construction and use of clinical pathways and guidelines.

AHIEC level 2 (Understanding) 

Learning Outcome Teaching Method Assessment Activities

Demonstrate the use of database management tools and apply decision making principles.

Analysing a data management system, using case studies and examples of adverse scenarios from practice.

Assessing a report and discussing case pathways, diagnostic output and actions.

2.6: Apply principles of evidence-based clinical practice.

AHIEC level 3 (Applying)

Learning Outcome Teaching Method Assessment Activities

Demonstrating the effective use of electronic media to find the relevant evidence, and discussing the scope of e-health to patient health.

Reviewing literature using electronic resources and using simulated information tools and case based scenarios.

Testing, either oral or paper-based or a report based on a literature review.

1.3: Apply efficient responsible use of information process tools, to support healthcare practice and 

decision-making.AHIEC level 3 (Applying)

Learning Outcome Teaching Method Assessment Activities

Apply or evaluate IT in an effective way, application of simulated e-health information and drawing on past records to make decisions.

Making entries into patient records during clinical placements and searching information and producing reports based on this. Problem based learning and simulated cases.

Case based assessments with questions regarding the decision path and what tools can be used. Test the ability to generate an appropriate report based on an online patient record.

3.3: Apply ability to communicate electronically, including electronic data exchange, with other healthcare professionals, internet/intranet use.

AHIEC level 3 (Applying)

Learning Outcome Teaching Method Assessment Activities

Collaborate with other health professionals using electronic methods, but being aware of issues of confidentiality, security and privacy.

Personal stories from patients in the form of videos, comparing, contrasting and critiquing different modes of communication, and role playing online.

Developing a referral pathway plan including the tool, debating on two different views of one situation, assessing the completeness and accuracy on an online document and creating an ePortfolio.

2.3: Apply principles of clinical decision making and diagnostic and therapeutic strategies.

AHIEC level 3 (Applying)

Learning Outcome Teaching Method Assessment Activities

Understand the process of information gathering and understanding the potential of IT but also being aware of its limitations.

Problem based learning, simulated cases and exposure to electronic tools in computer labs.

MCQs with negative marking and actual simulations to demonstrate clinical skills, e.g. using telemedicine to support this.

1.14: Apply ethical and security issues including accountability of healthcare providers and managers and health informatics specialists and the privacy and 

security of patient data.AHIEC level 3 (Applying)

Learning Outcome Teaching Method Assessment Activities

Demonstration and understanding of ethical and security issues and principles, and being able to access and interpret information in an ethical manner.

Case studies, teaching with case based scenarios, and debating ethical issues.

Critiquing a complex case to identify the issues and suggesting the next steps. Observing and assessing debates.

FOCUS GROUP RESULTS

Series1

0 0.5 1 1.5 2 2.5 3 3.5 4

Frequency of Competency Domains in Top 10

Informatics/Computer Sciences, Mathematics, Biometry

Medicine, Health and Biosciences, Health Sys Organisation

Knowledge

FOCUS GROUP RESULTS

Series1

0 1 2

Frequency of Competency Domains in Top 5

Informatics/Computer Sciences, Mathematics, Biometry

Medicine, Health and Biosciences, Health Sys Organisation

Knowledge

FOCUS GROUP RESULTS

2.8

2.15

1.16

1.2

3.11

2.6

1.3

3.3

2.3

1.14

0 1 2 3

Level OF Competency in Top 10  

APPLICATION OF FG RESULTS

• Bench mark educator assumptions against industry/professional body’s views.

• Provide education to clinical educators about e-health and the AHIEC competencies.

• Develop networks to disseminate resources and information to.

• Guide the next stage of the project

SUBSEQUENT RESEARCH

• Accreditation analysiso 21 different clinical accrediting bodieso Key word search (15) on accreditation

documents/competency requirementso 100% of e-health competencies (at varying

levels)

• E-Health resource inventory

• Dissemination forum

Thank you