The Health IT Workforce Curriculum was developed for U.S. community colleges to enhance workforce training programs in health information technology. The curriculum consist of 20 courses of 3 credits each. Each course includes instructor manuals, learning objectives, syllabi, video lectures with accompanying transcripts and slides, exercises, and assessments. The materials were authored by Columbia University, Duke University, Johns Hopkins University, Oregon Health & Science University, and University of Alabama at Birmingham. The project was funded by the U.S. Office of the National Coordinator for Health Information Technology. All of the course materials are available under a Creative Commons Attribution Noncommercial ShareAlike (CC BY NC SA) License (http://creativecommons.org/licenses/by-nc-sa/3.0/). The course description, learning objectives, author information, and other details may be found athttp://www.merlot.org/merlot/viewPortfolio.htm?id=842513. The full collection may also be accessed at http://knowledge.amia.org/onc-ntdc.
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10- Fundamentals of Health Workflow Process Analysis and Redesign- Unit 4- Acquiring Clinical Process Knowledge- Lecture A
The Health IT Workforce Curriculum was developed for U.S. community colleges to enhance workforce training programs in health information technology. The curriculum consist of 20 courses of 3 credits each. Each course includes instructor manuals, learning objectives, syllabi, video lectures with accompanying transcripts and slides, exercises, and assessments. The materials were authored by Columbia University, Duke University, Johns Hopkins University, Oregon Health & Science University, and University of Alabama at Birmingham. The project was funded by the U.S. Office of the National Coordinator for Health Information Technology. All of the course materials are available under a Creative Commons Attribution Noncommercial ShareAlike (CC BY NC SA) License (http://creativecommons.org/licenses/by-nc-sa/3.0/). The course description, learning objectives, author information, and other details may be found athttp://www.merlot.org/merlot/viewPortfolio.htm?id=842513. The full collection may also be accessed at http://knowledge.amia.org/onc-ntdc.
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Attribution Non-Commercial ShareAlike (BY-NC-SA)
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Baixe no formato PPT, PDF, TXT ou leia online no Scribd
The Health IT Workforce Curriculum was developed for U.S. community colleges to enhance workforce training programs in health information technology. The curriculum consist of 20 courses of 3 credits each. Each course includes instructor manuals, learning objectives, syllabi, video lectures with accompanying transcripts and slides, exercises, and assessments. The materials were authored by Columbia University, Duke University, Johns Hopkins University, Oregon Health & Science University, and University of Alabama at Birmingham. The project was funded by the U.S. Office of the National Coordinator for Health Information Technology. All of the course materials are available under a Creative Commons Attribution Noncommercial ShareAlike (CC BY NC SA) License (http://creativecommons.org/licenses/by-nc-sa/3.0/). The course description, learning objectives, author information, and other details may be found athttp://www.merlot.org/merlot/viewPortfolio.htm?id=842513. The full collection may also be accessed at http://knowledge.amia.org/onc-ntdc.
Direitos autorais:
Attribution Non-Commercial ShareAlike (BY-NC-SA)
Formatos disponíveis
Baixe no formato PPT, PDF, TXT ou leia online no Scribd
Acquiring Clinical Process Knowledge Lecture a This material Comp10_Unit4a was developed by Duke University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000024. Acquiring Clinical Process Knowledge Learning Objectives 2 1. Identify how the strategic goals and stakeholders for a given health care facility can influence workflow processes in that facility (Lecture a) 2. Create an agenda for an opening meeting to discuss workflow processes in a health care facility (Lecture b) 3. Compare and contrast different types of knowledge and their impact on organizations (Lecture a) 4. Analyze a health care scenario according to CMMI levels (Lecture a) 5. Identify the workflow processes that are likely to be used by a healthcare facility (Lecture b) 6. Identify the workflow processes that are essential to document and analyze in order to determine how best to streamline the operations in a given health care facility (Lecture b) 7. Identify key individuals with whom the analyst should meet or observe in order to gain an understanding of the nature and complexity of their work (Lecture b) Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Acquiring Clinical Process Knowledge Learning Objectives - Continued 8. Given a process observation scenario, formulate the questions that would facilitate a productive discussion of the workflow of information, activities and roles within that facility (Lecture c) 9. Suggest ways to successfully respond to common challenges encountered in knowledge acquisition (Lecture c) 10. Given a practice scenario, choose an appropriate knowledge acquisition method (Lecture c) 11. Given a process analysis scenario including list of observations, create agenda for visit closing meeting and an initial meeting report (Lecture c) 12. Given a set of diagrams and observations from an information gathering meeting draft a summary report (Lecture c)
3 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a See Things Right Before you attempt to set things right,
make sure you see things right. Blaine Lee 4 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Topics - Lecture a Knowledge Acquisition (KA) goals Importance of KA Categories of knowledge Knowledge and the Capability Maturity Model (CMM) 5 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Goal of KA for Health Care Process Analysis and Redesign Elicit and document workflow information about a clinical practice so that technology can be leveraged and patient care can ultimately be improved.
6 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Why Do We Need to Acquire Knowledge? Clinicians and information technology professionals generally have different knowledge Clinicians Providing care IT professionals How computers work We need to make computers work effectively in clinical settings
7 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Why is it Called Knowledge Acquisition? Gathering and capturing knowledge Used in many other disciplines: Management science Computer science Artificial intelligence Cognitive psychology There is no one general KA method
8 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Knowledge Acquisition Activities Adapted from Gaines (n.d.)
9 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Recruiting people with expertise
Training employees
Employees participating in communities of practice Process improvement through experience in use Process improvement through process analysis Gathering advice from consultants, customers, or suppliers Gathering advice from professional literature
Licensing patents and processes Developing new products and processes
Process improvement through purchase of technology Forming joint ventures with other organizations Acquiring other organizations Contracting with other organizations
Aspects of Knowledge Internal External Coded - Tacit Active Passive Transmitted - Experiential Declarative Procedural
10 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Framework for Understanding Knowledge and Its Impact on Organizations Adapted from Gaines (n.d.)
11 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a experience skill know how information experiential learning technology technology reflective learning tacit coded passive active procedural knowledge transmittable knowledge sticky knowledge declarative knowledge Capability Maturity Model (CMM) Levels 12 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Acquiring Clinical Process Knowledge Summary - Lecture a Knowledge Acquisition (KA) goals Importance of KA Categories of knowledge Knowledge and the Capability Maturity Model (CMM)
13 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a Acquiring Clinical Process Knowledge References Lecture a 14 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign Acquiring Clinical Process Knowledge Lecture a References Gaines, Brian R. (n.d.) Organizational Knowledge Acquisition. Accessed August 1, 2010. Available free from http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.html Milton, N. R. (2007). Knowledge Acquisition in Practice: A Step-by-step Guide (Decision Engineering). London: Springer-Verlag. Acknowledgement: Material used in this lecture comes from the following source Passive Knowledge Versus Active Knowledge, March 4, 2010. Accessed on August 2, 2010, available from http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/
Images Slide 9: Gaines, Brian R. (n.d.) Organizational Knowledge Acquisition. Accessed August 1, 2010. Available free from http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.html Slide 11: Gaines, Brian R. (n.d.) Organizational Knowledge Acquisition. Accessed August 1, 2010. Available free from http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.html Slide 12: Gaines, Brian R. (n.d.) Organizational Knowledge Acquisition. Accessed August 1, 2010. Available free from http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.html Slide 13: Source: Meredith Nahm, PhD.