| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH |
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Submitted on December 19, 2003
Accepted on December 24, 2003
Affiliation of the authors: 1 University of Pittsburgh, Pittsburgh, PA; 2 Stanford University, Stanford, CA; 3 Harvard Medical School and Boston Children's Hospital, Boston, MA; 4 SRA International Inc., Rockville, MD; 5 Yale University, New Haven, CT; 6 Vanderbilt University, Nashville, TN; 7 Columbia University, New York, NY; 8 Washington University in St. Louis, St. Louis, MO; 9 Amerian Medical Informatics Association
* To whom correspondence should be addressed.
In 2002-2003, the American College of Medical Informatics (ACMI) undertook a study of the future of informatics training. This project capitalized on the rapidly expanding interest in the role of computation in basic biological research, well characterized in the NIH BISTI report. The defining activity of the project was the three-day 2002 Annual Symposium of the College. A committee, comprised of the authors of this report, subsequently carried out activities, including interviews with a broader informatics and biological sciences constituency, collation and categorization of observations, and generation of recommendations. The committee viewed biomedical informatics as an interdisciplinary field, combining basic informational and computational sciences with application domains including health care, biological research, and education. Consequently, effective training in informatics, viewed from a national perspective, should encompass four key elements: 1) curricula that integrate experiences in the computational sciences and application domains, rather than just concatenating them; 2) diversity among trainees, with individualized, interdisciplinary cross-training allowing each trainee to develop key competencies that he/she does not initially possess, 3) direct immersion in research and development activities, and 4) exposure across the wide range of basic informational and computational sciences. Informatics training programs that implement these features, irrespective of their funding sources, will meet and exceed the challenges raised by the BISTI report, and optimally prepare their trainees for careers in a field that continues to evolve.
This article has been cited by other articles:
 |
|
 |
|
  E. M. van Mulligen, M. Cases, K. Hettne, E. Molero, M. Weeber, K. A. Robertson, B. Oliva, G. de la Calle, and V. Maojo Training Multidisciplinary Biomedical Informatics Students: Three Years of Experience J. Am. Med. Inform. Assoc., March 1, 2008; 15(2): 246 - 254. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 Q. R. Huang Competencies for graduate curricula in health, medical and biomedical informatics: a framework Health Informatics Journal, June 1, 2007; 13(2): 89 - 103. [Abstract] [PDF]
|
|
|
|
|
|
K. A. McCormick, C. J. Delaney, P. F. Brennan, J. A. Effken, K. Kendrick, J. Murphy, D. J. Skiba, J. J. Warren, C. A. Weaver, B. Weiner, et al. Guideposts to the Future--An Agenda for Nursing Informatics J. Am. Med. Inform. Assoc., January 1, 2007; 14(1): 19 - 24. [Abstract] [Full Text] [PDF]
|
|
|
|
|
|
W. Hersh Who are the Informaticians? What We Know and Should Know J. Am. Med. Inform. Assoc., March 1, 2006; 13(2): 166 - 170. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 D. R. Boverhof and T. R. Zacharewski Toxicogenomics in Risk Assessment: Applications and Needs Toxicol. Sci., February 1, 2006; 89(2): 352 - 360. [Abstract] [Full Text] [PDF]
|
|
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH |
