Information technology and the clinical curriculum: some predictions and their implications for the class of 2003.
Information technology, medical knowledge, and medical practice are on a collision course. The consequences of the impact will change the way physicians work, the way medical knowledge is processed, packaged, and distributed, and the way patients obtain medical care and information. Today's educators need to design an information technology curriculum to prepare students for this emerging world of practice. Computer labs, based on today's complex and unreliable desktop systems, are not the answer. What is needed by students who entered medical school in 1997-98 is an informatics curriculum that is based on the real-world requirements of 2003 and beyond. The authors draw upon academic studies and their own clinical and industry experiences to outline some predictable elements of what lies ahead. Their predictions--ubiquitous, simple network computing and "power tools" for managing medical knowledge--have implications for how schools cover such educational topics as patient confidentiality, systems thinking and error management, and knowledge resource evaluation.
Faughnan
J G
JG
john@faughnan.com
Elson
R
R
D003195:Computer Communication Networks / Q000458:organization & administration / Q000639:trends*; D003200:Computer User Training / Q000379:methods; D005544:Forecasting; D008490:Medical Informatics / Q000193:education* / Q000639:trends*