Evelyn J. S. Hovenga

Expressing clinical data sets with openEHR archetypes: A solid basis for ubiquitous computing

PURPOSE The purpose of this paper is to analyse the feasibility and usefulness of expressing clinical data sets (CDSs) as openEHR archetypes. For this, we present an approach to transform CDS into archetypes, and outline typical problems with CDS and analyse whether some of these problems can be overcome by the use of archetypes. METHODS Literature review and analysis of a selection of existing Australian, German, other European and international CDSs; transfer of a CDS for Paediatric Oncology into openEHR archetypes; implementation of CDSs in application systems. RESULTS To explore the feasibility of expressing CDS as archetypes an approach to transform existing CDSs into archetypes is presented in this paper. In case of the Paediatric Oncology CDS (which consists of 260 data items) this lead to the definition of 48 openEHR archetypes. To analyse the usefulness of expressing CDS as archetypes, we identified nine problems with CDS that currently remain unsolved without a common model underpinning the CDS. Typical problems include incompatible basic data types and overlapping and incompatible definitions of clinical content. A solution to most of these problems based on openEHR archetypes is motivated. With regard to integrity constraints, further research is required. CONCLUSIONS While openEHR cannot overcome all barriers to Ubiquitous Computing, it can provide the common basis for ubiquitous presence of meaningful and computer-processable knowledge and information, which we believe is a basic requirement for Ubiquitous Computing. Expressing CDSs as openEHR archetypes is feasible and advantageous as it fosters semantic interoperability, supports ubiquitous computing, and helps to develop archetypes that are arguably of better quality than the original CDS.

Globalisation of health and medical informatics education--what are the issues?

PURPOSE We are witnessing a paradigm shift in higher education as a result of technological advances, adoption of on-line learning and a greater participation in e-commerce by higher education providers. Given the dearth of academics with high-level expertise in health informatics in many countries, we need to explore how best to use our scarce resources to have the greatest possible impact regarding the preparation of health professionals such that they can make the best possible use of available informatics technologies to support health service delivery. METHODS The International Medical Informatics Associations (IMIA) education working group together with its institutional (academic members) is exploring how best to provide global and collaborative health informatics education and research. Central Queensland University (CQU), one of these members, is also working with the Health Level Seven (HL7) organisation to provide specific standards education internationally using flexible delivery methods. RESULTS A number of issues requiring further exploration and resolutions have been identified. An overview of these is provided.

Health and medical informatics education for nurses and health service managers

Health and Medical informatics is a discipline encompassing and combining aspects of all health, medical and informatics disciplines. Consequently, the topics to be covered in any educational program can vary considerably both in depth and breadth. Given that such programs need to meet the needs of a very diverse health professional workforce, educators need to develop curricula to suit specific target groups although common topic areas need to be included. This paper presents the state of play regarding nursing informatics education. It discusses informatics education for health service managers primarily in Australia through the use of a case study and compares these with some other similar programs. It then explores some of the issues encountered which are seen as impediments to the progression of health and medical informatics education, the most significant of which is traditional University organisational structures which do not readily facilitate multidisciplinary educational programs.