Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

The aim of the article is to review evaluations of distance learning programmes in health information management, in order to identify the critical success factors for such programmes and discuss future directions. The emphasis is on the UK experience, based partly on reflections on the experience of one programme at University of Wales Aberystwyth (now over 10 years old), and partly on a policy review conducted for the NHS Information Authority and the NHS Information Policy Unit. The methods are, as far as possible, those of a systematic review of existing research, with, additionally, an overview of relevant policy developments for lifelong learning. The topics covered include the aims, objectives and educational philosophies of the programmes. The evidence, combined with the UWA experience, indicates the importance of face-to-face interaction, to complement distance or virtual learning. A student-centred approach to curriculum design and delivery is essential.     

Towards the development of an archival core curriculum: The United States and Canada

This study of graduate level archival education identifies core curricula and evaluates these programs in schools of library and information science as well as in history departments. It focuses on the idea of specialized knowledge and systematic theory where the knowledge and theories that educators have selected as an initial means of introducing new archivists to the profession has a significant bearing on what an educator considers ’x201C;core.’x201D; It presents data on programs, curricula, courses, and syllabi and by way of example, focuses on an in-depth analysis of introductory archives courses.     

A survey of the information management and technology training needs of doctors in an acute NHS trust in the United Kingdom

BACKGROUND: Doctors need information skills to deliver health care in the 21st century. There is concern that those who trained before the 'information age' will be inadequately equipped for their work. OBJECTIVES: To assess doctors' use of computers for clinical tasks, and their knowledge and skills in health information management and technology. DESIGN: Questionnaire survey. SETTING: An acute NHS trust in the UK. PARTICIPANTS: 96 (83%) of all doctors in the trust responded. MAIN OUTCOME MEASURES: Proportion of respondents reporting the following: use of computer-based systems for clinical tasks, knowledge in eight health informatics topics, skills in using specific hardware and software applications. Also comparison of reported skills between senior and junior staff; proportion of doctors identifying specific training needs. RESULTS: All but one (1%) of the responding doctors used a computer regularly. Over three quarters of respondents reported they were semi-skilled or fully skilled in basic office applications, though the juniors scored significantly more highly than the seniors for some applications. However, 44% of doctors reported no skills in database software, identifying this as a training need. Around half of the doctors were unaware of health informatics topics, including electronic patient records, the Caldicott report and data protection law. In each case the senior doctors were significantly more aware than the juniors of the topic in question. CONCLUSION: Both junior and senior doctors have basic computer literacy, but nearly half of this population identify the use of database software as a training need. In addition, there are several health informatics topics of which a large proportion of doctors, particularly the juniors, have little knowledge, but which have not been identified as training needs. Some recommendations are made for provision of in-house health informatics education for doctors.     

Care practice #6: no separation of mother and baby, with unlimited opportunities for breastfeeding

This updated edition of Care Practice Paper #6 presents the evidence for the benefits of keeping mothers and babies together after birth. The normal physiology of the postpartum and early newborn periods is explained. The author reviews the influence of early and frequent skin-to-skin contact and rooming-in on breastfeeding and early attachment. Women are encouraged to choose a birth setting that does not routinely separate mothers and babies and to plan for early and frequent skin-to-skin contact and rooming-in.     

Care practice #4: no routine interventions

This updated edition of Care Practice Paper #4 presents the evidence for risks of routinely intervening in normal physiologic labor and birth. The authors review evidence related to the routine use of restrictions on oral intake, intravenous lines, continuous electronic fetal monitoring, artificial rupture of membranes, pharmacologic augmentation of labor, epidural analgesia, and episiotomy. Medical indications for each intervention are listed. Women are encouraged to avoid routine interventions in labor unless interventions are medically indicated.     

Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes

Now, more than ever, American students at all grade levels face intense pressure to increase academic performance—including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers’ mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching.