What can Australian tertiary educators do to build eHealth capability in clinical health professions?

1. What can Australian tertiary educators do to build eHealth capability in clinical health professions? 2012 Workshops Brisbane 9 Feb; Sydney 10 Feb; Perth 15 Feb; Melbourne 24 Feb Participants: Please complete page 1 of your Worksheet before / at the start of today’s Workshop.

2. Welcome to this workshop From our team: Helen Chenery, University of Queensland Anthony Maeder, University of Western Sydney Kerryn Butler-Henderson, Curtin University, WA Kathleen Gray & AmbicaDattakumar, University of Melbourne Aiming to initiate and encourage... • A Coordinated Interprofessional Approach • To Curriculum Renewal • For eHealth Capability • In Clinical Health Professional Degrees With support from DEEWR OLT 2011-2012

3. A coordinated approach In Australia • ACPDHS • AHIEC and its members • AIPPEN • ATHS • HWA • NEHTA International • US - ONCHIT • UK - eICE • Canada - COACH • International - IMIA

4. An interprofessional approach All Australian tertiary degrees for entry into clinical practice: • Medicine • Nursing • Allied Health • Complementary Therapies • + a few more from the Australian and New Zealand Standard Classification of Occupations in medicine, nursing and other health professions Entry at AQF level 6 through 10, i.e. Bachelor to Doctorate Mostly universities, plus TAFE / VET programs at level 6 & 7

5. Focus on future clinicians “Future clinicians will be expected to be more effective than is now the case in acquiring, managing, and utilising information for clinical decision making.” (UK National Health Service, 2009) How can educational practice in the health professions keep up, so as to produce practitioners, managers, leaders, researchers and policy-makers with the right stuff?

6. Please introduce yourself in 1 minute or less ... • Your name? • What health profession/s are you responsible for educating? • At what university? • What do you think? “ehealth education for clinical health professions is _____________ because ______________.”

7. eHealth is... “the use of tools such as the internet to support the provision of a healthcare service, process or function” (Oh et al.)“a relatively recent term for healthcare practice supported by electronic processes and communication” (Wikipedia) “the right information for the right person, at the right time and place [in healthcare]” (NEHTA) So what is ehealth capability or ehealth competence? “A clinical health professional who is highly competent in working in an ehealth-enabled healthcare system will display these key characteristics ...” How would you complete this sentence in 50 words or less?

8. Some assumptions eHealth is not a new discipline or profession. Education in health informatics is the best way to develop foundations of ehealth competence. Health informatics is the application of information science and computer science to healthcare. (AHIEC) Health informatics offers a more formal and comprehensive approach to ehealth than curricula based on e.g. evidence-based practice, information literacy or computing skills.

9. Curriculum renewal for ehealth capability in the health professions involves ... Not only plans and intentions, i.e. the structure and content of tertiary degrees and pathways the structure and content of component units of study But also activities and effects, i.e.: the business of tertiary education and training the dynamics of learning, teaching & assessment ... (adapted from O’Neill 2010)

10. Can we use the peer reviewed literature as a starting point for curriculum renewal for ehealth? Educating future clinicians about clinical informatics: A review of implementation and evaluation cases. European Journal of Biomedical Informatics, 2011. There are very few accounts of learning, teaching or assessment that use externally validated instruments or processes. This area of education in the health professions needs to heed what is considered good practice in other areas of clinical knowledge and skill. There is a limited evidence base for curriculum renewal for ehealth.

11. AHIEC Health Informatics Scope, Careers and Competencies1 : A starting point for curriculum renewal New, provisional, high-level, wide-spectrum framework The Australian Health Informatics Education Council = ACHI + ACS + HIMAA + HISA + HL7A Makes reference to national and international initiatives – nursing , general practice, health librarianship; IMIA Working Group 2010 recommendations A work in progress

12. AHIEC Health Informatics Scope, Careers and Competencies2: A helicopter view Caters for dual sector education (TAFE and HE) - pages 9-10 Maps competencies for both clinical health professionals and specialist health informaticians – page 14 Identifies 3 major competency areas and subsets of items – pages 16-20 Uses Bloom’s Taxonomy and Skills Framework for the Information Age – page 23 References IMIA domains of knowledge and competency – page 24

13. Panellists’ perspectives:why health professionals need ehealth competence

14. National survey & interviews 400 invitations ; 105 completed surveys and 35 interviews ~40 different health professions in all States and Territories What matters about ehealth to degree coordinators of health profession degrees? What are they (you) doing about ehealth in the degrees for which they (you) are responsible? First: A short story of underdeveloped activity Next: A variety of factors in present practice

19. A variety of factors in present practice Pages 5 -14 of our discussion paper give examples of things we heard about ehealth from degree coordinators of health profession degrees. Our conclusions: Current teaching and assessment don’t do they need to. Current students won’t learn ehealth competence by chance. Current teaching and learning resources aren’t adequate. Which statements quoted in our discussion paper gave you new ideas about what needs to be done next to develop ehealth capability in students in health profession degrees?

20. A short break

21. Curriculum challenge - small group tasks Your group will work with ONE of the 3 AHIEC COMPETENCY AREAS and the items in that area, as listed on pages 5-7 of your worksheet. For the area assigned to your group, agree on the TOP 5 ITEMS that you consider to be essential for ehealth competence across all clinical health professions. For each of your top 5 items in turn, make a poster setting out the best and most detailed examples you can of: • important and demonstrable Learning Outcomes • feasible and effective Teaching Methods • relevant and meaningful Assessment Activities Consider in particular students in all clinical health professions who are in the final stages of their degrees before entering the workforce as qualified professionals .

22. Report back

23. Reflections and evaluation Thank-you for your participation today. Please return your completed worksheet to facilitators. Contact for questions, comments, updates: http://clinicalinformaticseducation.pbworks.comambicad@unimelb.edu.au Next – lunch break followed by NEHTA session

24. Additional links and sources ACHI Australasian College of Health Informatics www.achi.org.au AIPPEN Australasian Interprofessional Practice & Education Network www.aippen.net ATHS Australasian Telehealth Society www.aths.org.au ACS Australian Computer Society www.acs.org.au ACPDHS Australian Council of PVCs and Deans of Health Sciences www.universitiesaustralia.edu.au/page/about-us/committees---contacts/key-contacts/deans-groups/ AHIEC Australian Health Informatics Education Council www.ahiec.org.au AQF Australian Qualifications Framework www.aqf.edu.au COACH Canada's Health Informatics Association http://coachorg.com DEEWR OLT Department of Education, Employment and Workplace Relations Office for Learning and Teaching www.deewr.gov.au/HigherEducation/Programs/Quality/Pages/OLT.aspx Gray, K., Dattakumar, A., Maeder, A., Chenery, H. (2011). Educating future clinicians about clinical informatics: A review of implementation and evaluation cases, European Journal of Biomedical Informatics, 7(2), 48-57. HIMAA Health Information Management Association of Australia www.himaa.org.au HISA Health Informatics Society of Australia www.hisa.org.au HL7A Health Level 7 Australia www.hl7.org.au HWA Health Workforce Australia www.hwa.gov.au IMIA International Medical Informatics Association http://imia-medinfo.org NEHTA National Ehealth Transition Authority www.nehta.gov.au Oh, H., Rizo, C., Enkin, M., & Jadad, A. (2005). What is eHealth (3): A systematic review of published definitions. Journal of Medical Internet Research. 7(1):e1, doi:10.2196/jmr.7.1.e1 O’Neill G.: Initiating Curriculum Revision: Exploring The Practices Of Educational Developers. International Journal for Academic Development 2010; 15(1), pp. 61-71. UK eICE Embedding Informatics in Clinical Education www.connectingforhealth.nhs.uk/systemsandservices/icd/eice US ONCHIT Office of the National Coordinator forHealth Information Technology http://healthit.hhs.gov Wikipedia http://en.wikipedia.org/wiki/EHealth