Supporting multi-level medical education with knowledge-based systems.
Knowledge-based systems for medicine have enjoyed minimal success in developing countries as end-user systems. The reasons for this are complex. As funding agencies understandably tend to err on the side of caution, and knowledge-based systems are still (despite an almost 40 year history) seen as a new and untried technology, few have been implemented. Of those which have, most are inappropriately simple and thus do not fit in with the real-life clinical environment. In contrast to the sophisticated systems in use in developed countries which reflect a mature technology, the use of knowledge-based systems in medicine in developing countries has primarily revolved around simple 'expert' systems, where the program functions more as a 'guru' than as a support function. We propose the more appropriate use of these systems as educational tools in medicine. In this discussion paper we describe a multi-level programme to support medical education, focusing on patient information systems involving natural language generation, decision-support systems as educational aids for primary health-care workers and model-based reasoning tools which allow exploratory learning for physicians in training. Throughout this paper we refer to Knowledge-Based Medical Education Systems as KBMES.
King
K
K
University of Edinburgh, UK. Kathleen.King@ed.ac.uk
Carstairs
M
M
D001185:Artificial Intelligence; D003906:Developing Countries; D003936:Diagnosis, Computer-Assisted; D004501:Education, Medical; D007256:Information Systems; D013813:Therapy, Computer-Assisted; D015030:Zimbabwe