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Call for chapters: “Health Professionals’ Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks”

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Call for chapters: “Health Professionals’ Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks” Editors: Aviv Shachak, PhD Institute of Health Policy, Management, and Evaluation University Of Toronto, Toronto, ON Canada aviv.shachak@utoronto.ca Elizabeth Borycki, PhD, RN School of Health Information Science University of Victoria, Victoria, BC Canada emb@uvic.ca Shmuel Reis, MD, MHPE Faculty of Medicine in the Galilee Bar-Ilan University, Safed, Israel reis@netvision.net.il Publisher: Elsevier. For additional information regarding the publisher, please visit: http://www.elsevier.com/ We are pleased to announce the CFP for the forthcoming edited book entitled “Health Professionals’ Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks” Overview of the book From intensive care units to family physician offices to long-term care facilities and patient homes, information and communication technology changes health care delivery. Clinical information systems and tools such as electronic health records, computerized provider order entry, and computerized decision support systems have become ubiquitous and are being used on a daily basis. Smartphones and tablets are used by patients and clinicians alike to search for, retrieve, and share health information and discuss their experiences on social networks. Telemedicine and connected devices enable clinicians to monitor and provide care remotely to patients in their homes or the community, and for patients to self-track and engage in their own care. Patients are increasingly using sensor-based tracking wearable devices that feed fitness and well-being apps. The 'big data' produced by all these systems and devices promises to promote generation of new evidence and knowledge and rapidly change the health care system. However, for the most part, health professionals' education (HPE) has not caught up with these changes. All too often, it does not explicitly address the use of information and communication technology in health care and the challenges involved. When training is provided, it usually focuses on the technical aspects of using the tools but not on how to best integrate them into clinical practice and workflow, avoid unintended consequences, and leverage the technology and availability of information to promote patient engagement. This book will address these issues by describing the changing landscape and the implications of these changes for HPE; discussing the experiences and lessons from current educational interventions; and bringing in evidence from research and evaluation. Contributions: Contributors are welcome to submit chapter proposals on topics relating to the challenges introduced by information and communication technology (ICT) and their implications for HPE; personal experiences with and lessons learned from programs, courses and educational interventions aimed at enhancing health care professionals’ competence in the information and information technology (IT)-rich environment of the 21st century; and evidence from research and evaluation of interventions that address the challenges. Recommended topics include, but are not limited to the following:  Challenges in using clinical information systems and their implications for HPE;  Patient safety and quality assurance thrusts in digital healthcare, their influence on clinicians and patients, and implications for HPE;  The changing nature of the patient-clinician relationships and educational interventions to address it;  Clinicians’ education on ethical issues in the digital age;  Medical (and other health professionals) schools for the information age;  Medical education in cyberspace: learning communities, online continuing education, a virtual medical school, and simulation-based interventions;  Training clinicians in informatics at all levels including graduate, double degree, and certificate programs; board certification; and continuing education Proposal submission instructions: The proposal is expected to be 2 - 4 pages; submitted in MS-Word or .pdf format; composed of title, author name(s), credentials and affiliation; extended abstract including background, related work, principal contributions, outline of the chapter, references and so on; and contact information (phone and email) for the corresponding author/s. All submissions will be peer reviewed and the authors of selected proposals will be invited to submit a full chapter. All contributions should be of high originality, quality, clarity, significance, and impact and not published elsewhere or submitted for publication during the review period. Please submit all proposals by February 1st, 2016 to informaticshpe@gmail.com

 

Call for chapters:

“Health Professionals’ Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks”

Editors:

Aviv Shachak, PhDInstitute of Health Policy, Management, and Evaluation University Of Toronto, Toronto, ON Canada aviv.shachak@utoronto.ca

Elizabeth Borycki, PhD, RN School of Health Information ScienceUniversity of Victoria, Victoria, BC Canada emb@uvic.ca

Shmuel Reis, MD, MHPEFaculty of Medicine in the GalileeBar-Ilan University, Safed, Israelreis@netvision.net.il

Publisher: Elsevier. For additional information regarding the publisher, please visit: http://www.elsevier.com/

We are pleased to announce the CFP for the forthcoming edited book entitled “Health Professionals’ Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks”

Overview of the book

From intensive care units to family physician offices to long-term care facilities and patient homes, information and communication technology changes health care delivery. Clinical information systems and tools such as electronic health records, computerized provider order entry, and computerized decision support systems have become ubiquitous and are being used on a daily basis. Smartphones and tablets are used by patients and clinicians alike to search for, retrieve, and share health information and discuss their experiences on social networks. Telemedicine and connected devices enable clinicians to monitor and provide care remotely to patients in their homes or the community, and for patients to self-track and engage in their own care. Patients are increasingly using sensor-based tracking wearable devices that feed fitness and well-being apps. The 'big data' produced by all these systems and devices promises to promote generation of new evidence and knowledge and rapidly change the health care system.

However, for the most part, health professionals' education (HPE) has not caught up with these changes. All too often, it does not explicitly address the use of information and communication technology in health care and the challenges involved. When training is provided, it usually focuses on the technical aspects of using the tools but not on how to best integrate them into clinical practice and workflow, avoid unintended consequences, and leverage the technology and availability of information to promote patient engagement.This book will address these issues by describing the changing landscape and the implications of these changes for HPE; discussing the experiences and lessons from current educational interventions; and bringing in evidence from research and evaluation.

Contributions:

Contributors are welcome to submit chapter proposals on topics relating to the challenges introduced by information and communication technology (ICT) and their implications for HPE; personal experiences with and lessons learned from programs, courses and educational interventions aimed at enhancing health care professionals’ competence in the information and information technology (IT)-rich environment of the 21st century; and evidence from research and evaluation of interventions that address the challenges.

Recommended topics include, but are not limited to the following:

 Challenges in using clinical information systems and their implications for HPE;

 Patient safety and quality assurance thrusts in digital healthcare, their influence on clinicians and patients, and implications for HPE;

 The changing nature of the patient-clinician relationships and educational interventions to address it;

 Clinicians’ education on ethical issues in the digital age;

 Medical (and other health professionals) schools for the information age;

 Medical education in cyberspace: learning communities, online continuing education, a virtual medical school, and simulation-based interventions;

 Training clinicians in informatics at all levels including graduate, double degree, and certificate programs; board certification; and continuing education

Proposal submission instructions:

The proposal is expected to be 2 - 4 pages; submitted in MS-Word or .pdf format; composed of title, author name(s), credentials and affiliation; extended abstract including background, related work, principal contributions, outline of the chapter, references and so on; and contact information (phone and email) for the corresponding author/s. All submissions will be peer reviewed and the authors of selected proposals will be invited to submit a full chapter. All contributions should be of high originality, quality, clarity, significance, and impact and not published elsewhere or submitted for publication during the review period.

Please submit all proposals by February 1st, 2016 to informaticshpe@gmail.com