A Standard Approach to Project-Based Learning in a Clinical Informatics Fellowship.

Fellowships and Scholarships Medical Informatics / education Learning Humans

Journal

Applied clinical informatics
ISSN: 1869-0327
Titre abrégé: Appl Clin Inform
Pays: Germany
ID NLM: 101537732

Informations de publication

Date de publication:
Aug 2024
Historique:
medline: 10 10 2024
pubmed: 10 10 2024
entrez: 9 10 2024
Statut: ppublish

Résumé

 The Accreditation Council for Graduate Medical Education suggests that Clinical Informatics (CI) fellowship programs foster broad skills, which include collaboration and project management. However, they do not dictate how to best accomplish these learning objectives.  This study aimed to describe a standard approach to project-based learning for CI, to share its implementation, and to discuss lessons learned.  We created a standard approach to project-based learning based on concepts from adult learning theory, the project life cycle framework, the Toyota Production System, and Improvement Science.  With this standard approach in place, we learned how best to support fellows in its use. In addition to this approach to supporting needs assessment, risk/change management, implementation, and evaluation/improvement skills, we found the need to develop fellow skills in collaboration, leadership, and time management/managing up. Supported by project-based learning using this standard approach, and with targeted project selection to meet topic-based learning objectives, fellows reached the ability to practice independently in 15 to 21 months.  Fellows are uniquely positioned to ensure the success of projects due to their increased availability and protected time compared with attendings. They are readily available for project teams to draw upon their expertise with clinical workflows and understanding of technological solutions. Project-based learning addressing organizational priorities complements fellow project management coursework and improves fellows' ability to function successfully in large, complex, and dynamic organizations. Exposing fellows to contemporary problems, then addressing them through projects, provides fellows with up-to-date applied informatics knowledge.  Project-based learning can ensure that many general CI learning objectives are supported inherently. It reinforces project management teachings, while providing fellows with a marketable project portfolio to aid with future job applications. Having projects tightly aligned with organizational priorities supports ongoing investment in fellowship programs.

Sections du résumé

BACKGROUND BACKGROUND
 The Accreditation Council for Graduate Medical Education suggests that Clinical Informatics (CI) fellowship programs foster broad skills, which include collaboration and project management. However, they do not dictate how to best accomplish these learning objectives.
OBJECTIVES OBJECTIVE
 This study aimed to describe a standard approach to project-based learning for CI, to share its implementation, and to discuss lessons learned.
METHODS METHODS
 We created a standard approach to project-based learning based on concepts from adult learning theory, the project life cycle framework, the Toyota Production System, and Improvement Science.
RESULTS RESULTS
 With this standard approach in place, we learned how best to support fellows in its use. In addition to this approach to supporting needs assessment, risk/change management, implementation, and evaluation/improvement skills, we found the need to develop fellow skills in collaboration, leadership, and time management/managing up. Supported by project-based learning using this standard approach, and with targeted project selection to meet topic-based learning objectives, fellows reached the ability to practice independently in 15 to 21 months.
DISCUSSION CONCLUSIONS
 Fellows are uniquely positioned to ensure the success of projects due to their increased availability and protected time compared with attendings. They are readily available for project teams to draw upon their expertise with clinical workflows and understanding of technological solutions. Project-based learning addressing organizational priorities complements fellow project management coursework and improves fellows' ability to function successfully in large, complex, and dynamic organizations. Exposing fellows to contemporary problems, then addressing them through projects, provides fellows with up-to-date applied informatics knowledge.
CONCLUSION CONCLUSIONS
 Project-based learning can ensure that many general CI learning objectives are supported inherently. It reinforces project management teachings, while providing fellows with a marketable project portfolio to aid with future job applications. Having projects tightly aligned with organizational priorities supports ongoing investment in fellowship programs.

Identifiants

DOI: 10.1055/s-0044-1788980 PMID: 39384322
pubmed: 39384322
doi: 10.1055/s-0044-1788980
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

824-832

Informations de copyright

Thieme. All rights reserved.

Déclaration de conflit d'intérêts

None declared.

Auteurs

Michael G Leu (MG)

Department of Pediatrics, University of Washington, Seattle, Washington, United States.
Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Information Technology Department, Seattle Children's Hospital, Seattle, Washington, United States.
Department of Family Medicine, University of Washington, Seattle, Washington, United States.

Angad P Singh (AP)

Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Department of Family Medicine, University of Washington, Seattle, Washington, United States.

Christopher W Lewis (CW)

Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Department of Rehabilitation Medicine, University of Washington, Seattle, Washington, United States.

B Jane Fellner (B)

Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Department of Family Medicine, University of Washington, Seattle, Washington, United States.

Theresa B Kim (TB)

Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Information Technology Department, Seattle Children's Hospital, Seattle, Washington, United States.

Yu-Hsiang Lin (YH)

Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Department, Seattle Children's Hospital, Seattle, Washington, United States.

Paul R Sutton (PR)

Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Department of Medicine, University of Washington, Seattle, Washington, United States.

Andrew A White (AA)

Information Technology Services, UW Medicine, Seattle, Washington, United States.
Department of Medicine, University of Washington, Seattle, Washington, United States.

Peter Tarczy-Hornoch (P)

Department of Pediatrics, University of Washington, Seattle, Washington, United States.
Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, United States.
Information Technology Services, UW Medicine, Seattle, Washington, United States.
Paul Allen School of Computer Science and Engineering, University of Washington, Seattle, Washington, United States.

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Classifications MeSH

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