Technology Enabled Knowledge Translation for eHealth

Name: Technology Enabled Knowledge Translation for eHealth | Principles and Practice
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Principles and Practice

Kendall Ho Sandra Jarvis-Selinger Helen Novak Lauscher Jennifer Cordeiro Richard Scott(Editor)

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1st Edition

Published on 12. June 2012

XIV, 442 pages

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978-1-4614-3495-5 (ISBN)

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Content

Intro
Technology Enabled Knowledge Translation for eHealth
Foreword
References
Preface
Technology Enabled Knowledge Translation
Acknowledgements
Contents
Part I: Technology in Education
Chapter 1: The Case for an Innovations Framework for Technology-Enabled Learning Environments and Knowledge Translation
1.1 Introduction
1.2 Why Value Innovation?
1.3 Innovation Diffusion
1.4 Innovation in Higher Education
1.5 Project Description: An Innovations Framework for Technology-Enhanced Learning Environments
1.6 Conceptual Basis for the Framework
1.7 Innovations Framework Principles for Technology-Supported Learning Environments
1.8 The Process of Developing the Framework
1.9 Insights/Results
References
Chapter 2: Integrating Electronic Health Records into Medical Education: Considerations, Challenges, and Future Directions
2.1 Introduction
2.2 Project Description
2.2.1 "Tom's Case"
2.2.2 The Electronic Medical Record Used
2.2.3 Evaluation
2.3 Recommendations
2.4 Conclusion
References
Chapter 3: Evaluating Electronic Health Record Competencies: New Trends and Approaches Involving Simulations
3.1 Introduction
3.2 History of Simulations in Medical Education
3.3 History of Simulations in Health Informatics
3.4 Use of Simulations in Health Professional Education
3.5 Simulations at the Intersection of Medical Education and Health Informatics: EHR Simulators
3.6 Computerized Patient Mannequin Simulators and the EHR
3.7 Objective Structured Clinical Exam Simulations and the EHR
3.8 Insights
3.9 Recommendations
References
Chapter 4: Harnessing Innovation to Support Medical Residents in Education and Practice: An Exploration of Need and Preference
4.1 Introduction
4.2 Project Description
4.2.1 Project Background
4.2.2 Resident Focus Group: Information and Communication Technology Use Within Residency
4.2.2.1 Research Plan
4.2.2.2 Methods and Procedure
4.3 Results
4.3.1 Resident Key Contacts During Training and Practice
4.3.2 Methods of Communication with Key Contacts
4.3.3 Current Mobile Device Use
4.3.3.1 Communication
4.3.3.2 Accessing Information
4.3.3.3 Other Uses
4.3.4 Thoughts and Feedback on Potential Mobile Applications
4.3.4.1 Mobile Application: Communicating with Audio and Video
4.3.4.2 Mobile Application: Accessing Information
4.3.4.3 Mobile Application: Collecting Information
4.3.4.4 Mobile Application: Connecting to a Live Information Source
4.3.5 Limitations and Barriers to Using Technology in Residency
4.4 Insights
4.4.1 Communication and Connecting with Others
4.4.2 Accessing Information on Demand
4.4.3 Using Mobile Applications for Support in Residency
4.4.4 Considerations for Residents Using Mobile Devices
4.5 Next Steps and Recommendations
References
Chapter 5: Online Infection Control Training: Perceived Barriers and Enablers to Training and Practice
5.1 Introduction
5.2 Project Description
5.2.1 Methods
5.2.1.1 Interview Questions
5.2.1.2 Recruitment and Data Collection
5.2.1.3 Analysis: Process and Coding
5.3 Results
5.3.1 Demographics
5.3.2 Units of Analysis
5.3.3 Prevalent Themes
5.3.3.1 Motivators for Learning and Practice
5.3.3.2 Educational Needs and Experiences
5.3.3.3 Applying Infection Control Practices
5.3.4 Individual, Organizational, and Environmental Factors
5.4 Discussion
References
Part II: Collaboration Using Virtual Communities
Chapter 6: Practical Considerations in Building an Electronic Community of Practice for Health Care: Lessons from the Literature
6.1 Introduction
6.2 Project Description
6.2.1 Methodology
6.3 Insights from the Literature
6.3.1 Area 1: Establishing eCoPs for Optimal Bene t
6.3.2 Area 2: Maintaining Activity and Focus in an eCoP
6.3.2.1 Problem Driven
6.3.2.2 Organic Involvement
6.3.2.3 Diverse Champions, Facilitators, or Leaders
6.3.2.4 Having Other Project-Based or Administrative Support
6.3.2.5 Regular Incentives to Participate
6.3.3 Area 3: Supporting an Unproductive eCoP
6.3.4 Area 4: Fostering eCoPs to Evolve into Self-Sustaining Enterprises
6.3.4.1 Eliciting Participation
6.3.4.2 Sustaining Leadership
6.3.4.3 Evolving Content and Structure
6.4 Technological Options and Considerations When Building an Electronic Community of Practice
6.4.1 Summary of Technological Options
6.4.2 Considerations for Technological Options
6.4.2.1 Cost
6.4.2.2 Data Storage
6.4.2.3 Development Time
6.4.2.4 Feature Set
References
Chapter 7: Evidence 2 Excellence: An Emergency Medicine Quality Improvement Model Utilizing Technology-Enabled Interprofessional Collaboration in British Columbia
7.1 Introduction
7.2 Project Description
7.2.1 Phase 1: Fall 2006-Fall 2007
7.2.1.1 The Case for E2E
7.2.1.2 Building the Awareness and the Identity of E2E
7.2.1.3 Early Consultation with Clinicians and Frontline Administrators
7.2.2 Phase 2: Fall 2007-Spring 2009
7.2.2.1 The 2008-2009 Improvement Collaboratives
7.2.2.2 The Online Community (eCOP) ( www.evidence2excellence.ca)
7.2.2.3 Academic Study
7.2.2.4 CIHR Sepsis Research Interviews and Focus Groups Evaluation in 2009
7.2.3 Phase 3: Fall 2009-Winter 2010
7.2.3.1 The 2009-2010 Improvement Collaboratives
7.3 Insights/Results
7.3.1 2007 Needs Assessment
7.3.2 2009 Interview and Focus Group Results
7.3.3 Bene ts and Salient Features of the E2E Improvement Collaboratives
7.3.4 Challenges and Areas for Growth of the E2E Improvement Collaboratives
7.3.5 Use of Technology for the E2E Improvement Collaboratives
7.3.6 Suggestions and Advice for Improving E2E Collaboratives
7.3.7 2009-2010 Collaborative Results
7.3.8 Website Usage
7.3.9 Example of Sepsis Improvement
7.3.10 Example of ED Flow Success
7.4 Recommendations
7.4.1 Participants' Perspectives
7.4.2 Relationships Within Teams
7.4.3 Relationships Among Teams
7.4.4 Measurement
7.4.5 Website
7.5 Conclusions
References
Chapter 8: Orthopaedic Educators' Electronic Community of Practice: Development of a Supportive Online Learning Environment for Academic Orthopedic Surgeons
8.1 Introduction
8.2 Project Description
8.3 Results and Insights
8.4 Recommendations for the Future
References
Chapter 9: Engaging People and Strengthening Partnerships Through an eCoP: The Western Canadian Interprofessional Health Collaborative Experience
9.1 Introduction
9.1.1 History of the Western Canadian Interprofessional Health Collaborative (WCIHC)
9.2 Project Description
9.2.1 Development of the Community
9.2.2 WCIHC Domain
9.2.3 WCIHC Practice
9.2.4 WCIHC Community
9.2.4.1 Manitoba
9.2.4.2 Saskatchewan
9.2.4.3 Alberta
9.2.4.4 British Columbia
9.2.5 WCIHC Life Cycle
9.2.5.1 Potential
9.2.5.2 Coalescing
9.2.5.3 Active
9.2.5.4 Dispersed
9.2.5.5 Memorable
9.3 Results and Insights
9.3.1 Strengthening Communication and Broadening Memberships
9.3.2 Facilitating Knowledge Translation
9.3.3 Enablers and Challenges
9.3.4 Lessons Learned
9.4 Recommendations
References
Chapter 10: Leveraging Community for mHealth Research and Development
10.1 Introduction
10.2 Introducing mHealth
10.2.1 What is mHealth?
10.2.2 Characteristics and Impact of Mobile Devices
10.2.3 The Global State of mHealth
10.3 mHealth and Community
10.3.1 What is Community?
10.3.2 The Importance of Being Connected
10.3.3 Why are Communities Effective in Promoting Behavior Change?
10.3.4 Enhancing Community Through Mobile Connection
10.4 What Will Be mHealth's Killer App?
References
Part III: Connecting with Communities
Chapter 11: Public Engagement in eHealth: Toward Improving Equity in Health Evidence and Health System Renewal
11.1 Introduction
11.1.1 eHealth in Attaining Health Equity
11.1.2 Public Awareness of eHealth
11.1.3 Patient Empowerment Through eHealth
11.2 Framing eHealth and Engagement
11.2.1 Access to Quality Health Information Through eHealth: Informing
11.2.2 Understanding the Health System to Improve Access Through eHealth: Consultation
11.2.3 Active Participation in Health System Improvement Through eHealth: Partnership and Delegated Power
11.3 An Interdisciplinary Dialogue on Public Engagement in eHealth: Findings and Themes
11.4 Public Engagement, eHealth Realization, and Health Equity
11.4.1 Extracting Best Practices in Public Engagement in eHealth
11.4.2 Sharing Findings Between Health Consumers and Knowledge Users
11.4.3 eHealth Innovations in Public Engagement
References
Chapter 12: Perceptions of Electronic Personal Health Records and the Connection to Self-Care: Considerations for Design and Implementation Within a Multicultural Population
12.1 Introduction
12.1.1 PHRs in Chronic Illness Management
12.2 Project Description
12.2.1 Context: InterCultural Online Health Network (iCON)
12.2.1.1 iCON Goals
12.2.1.2 iCON Components
12.2.2 Exploring Electronic Personal Health Records Within the Context of iCON
12.2.2.1 Method
12.3 Findings and Insights
12.3.1 Re ections on Self-Care
12.3.2 Re ections on Personal Health Records
12.3.3 Re ections on Electronic Records
12.4 Discussion
12.4.1 Limitations
References
Chapter 13: Ktunaxa Community Learning Centres (KCLC): A Model of Community Engagement in Health, Education, and Training
13.1 Introduction
13.2 Project Description
13.2.1 Project Goals
13.2.2 Research Methods and Analysis
13.2.3 Additional KCLC Uses
13.3 Results
13.3.1 Health Priorities Identi ed for Ktunaxa
13.3.1.1 Early-Stage Evaluation
13.3.1.2 Mid-Stage Evaluation
13.3.1.3 Late-Stage Evaluation
13.3.2 Workshops and KCLC Website Development
13.3.2.1 Web Design Workshop
13.3.2.2 Music Technology Workshop
13.3.3 Community Perspectives
13.3.3.1 Community-University Partnerships
13.4 Insights and Recommendations
13.4.1 Embrace Broad De nitions of Health
13.4.2 Clarify Community Engagement Processes
13.4.3 Clarify Aspects of Capacity Building
13.4.4 Plan Early for Sustainability
References
Chapter 14: Developing a Culturally Relevant eMentoring Program for Aboriginal Youth
14.1 Introduction
14.1.1 Current Trends in Aboriginal Health and Education
14.1.2 Mentoring: A Well-Established Field
14.1.3 Taking Traditional Mentoring Online
14.1.4 Cross-Cultural Mentoring
14.2 eMentoring Project Description
14.2.1 Mentee Recruitment
14.2.2 Mentor Recruitment
14.2.3 eMentoring Platform Development
14.2.4 Curriculum Development
14.2.5 Research and Evaluation Plan
14.3 Insights
14.3.1 The Importance of Aboriginal Protocols
14.3.2 The Importance of Aboriginal Values
14.3.3 Including Aboriginal Values in eMentoring
14.3.4 Building on the "Roots of Success" Found in Existing Programs
14.4 Summary and Recommendations
References
Part IV: Research and Technology
Chapter 15: Online and Paper-Based: A Mixed-Method Approach to Conducting a Needs Assessment Survey of Physicians
15.1 Introduction
15.2 Project Description
15.3 Methods
15.3.1 Recruitment of Participants
15.3.2 Survey Design
15.3.3 Survey Administration
15.3.4 Response Rate
15.4 Insights/Results
15.4.1 Online Survey Component
15.4.2 Paper-Based Survey Component
15.4.3 Differences Between Online and Paper-Based Components
15.5 Recommendations
References
Chapter 16: Free, Open, and Collaborative: An Illustrative Toolkit for Qualitative Research Using Social Media
16.1 Introduction
16.2 De ning "Social Media"
16.3 Shared Attributes of This Toolkit's Software
16.4 The Power Social Media
16.4.1 Google Docs ( http://docs.google.com)
16.4.2 Google Re ne ( http://code.google.com/p/google-re ne/)
16.4.3 EtherPad ( http://etherpad.com/)
16.4.4 Wordle ( http://www.wordle.net/)
16.4.5 MindMeister ( http://mindmeister.com)
16.5 Using the Toolkit
16.5.1 Developing and Testing an Interview Instrument and Demographic Questionnaire
16.5.2 Apply to an Institutional Review Board for Ethical Approval
16.5.3 Gathering and Testing Recording Equipment and Booking a Data Collection Facility
16.5.4 Recruiting Participants and Preparing the Data Collection Location
16.5.5 Acquiring Consent, Distributing Demographic Interviews, and Recording Equipment
16.5.6 Conducting Interviews or Focus Groups
16.5.7 Thanking Participants
16.5.8 Transcribing Recordings
16.5.9 Validating Transcripts
16.5.10 Open Coding
16.5.11 Axial Coding
16.5.12 Thematic Coding
16.5.13 Developing and Populating the Units of Analysis Database
16.5.14 Extracting Data Summary Tables
16.5.15 A Special Note on Validity
16.5.16 Writing the Results
16.5.17 Validating Results Through Research Participants
16.6 Conclusions
References
Chapter 17: CliniPEARLS: A Technical Framework for Disseminating Clinical Practice Guidelines from Different Providers on PDA and Smartphone Devices
17.1 Introduction
17.1.1 Clinical Practice Guideline Adoption
17.1.2 CPGs and Technology
17.1.3 History of Mobile Devices and Their Major Manufacturers
17.2 Project Description
17.2.1 Technical Framework
17.2.2 CliniPEARLS Client Software Application
17.2.3 Security Infrastructure
17.3 Insights/Results
17.3.1 CliniPEARLS Rollout: A 3-Year Journey
17.3.2 CliniPEARLS Usage
17.4 Recommendations
17.4.1 Technological Considerations
17.4.2 Clinical Insights
17.5 Conclusions
References
Chapter 18: The Use of Bioinformatics in Care Map Analysis
18.1 Introduction and Background
18.2 Methods
18.2.1 Care Map Document Standard
18.2.2 Bioinformatics Alignment Algorithm
18.2.3 Software Development
18.3 Results
18.4 Discussion and Future Directions
18.4.1 The Document Standard and SBML
18.4.2 Vocabulary Control
18.4.3 IsoRank as an Alignment Algorithm
18.4.4 More Test Cases
18.4.5 Improving the Document Standard
18.4.6 Chequers Esthetics
18.4.7 Clinical Trials
References
Part V: From Practice to Policy
Chapter 19: Technology-Enabled Knowledge Translation and Our Environment
19.1 Introduction
19.1.1 Knowledge Translation
19.1.2 Technology-Enabled Knowledge Translation (TEKT)
19.1.3 The Relation of e-Health to TEKT?
19.2 A Model for Understanding the Environmental Impact of ICT
19.3 Environmental Impact of TEKT
19.3.1 Upstream
19.3.2 Midstream
19.3.3 Downstream
19.4 Does Size Matter?
19.5 Conclusion
References
Chapter 20: How Global Is 'e-Health' and 'Knowledge Translation'?
20.1 Introduction
20.2 Searching the Literature
20.2.1 Methodology
20.3 How Global Is KT?
20.4 How Global Is e-Health?
20.4.1 Global and Regional Initiatives
20.4.2 The 'Developed' Countries
20.4.3 e-Health in Latin America and the Caribbean
20.4.3.1 Brazil
20.4.3.2 Belize
20.4.4 e-Health in Africa
20.4.4.1 RAFT
20.4.4.2 Pan African e-Network
20.4.5 e-Health in Asia
20.4.5.1 PANACeA
20.5 Conclusion
Key Messages
References
Part VI: International Perspectives
Chapter 21: eHealth Projects in México: The Contribution of Tecnológico de Monterrey
21.1 Mexico's Health Conditions
21.2 The Transformation of Health Conditions
21.3 An Overview of eHealth Initiatives in Nuevo León
21.3.1 Areas of eHealth
21.3.2 Models of eHealth
21.4 Projects of eHealth in the State of Nuevo León
21.4.1 Community Learning Centers: Innovation for eHealth Learning
21.4.2 Implementation of eHealth Project in the State of Nuevo León
21.4.3 Community Learning Centers: Innovation for eHealth Learning
21.4.4 Implementation of the Telemedicine Program in the State of Nuevo León
21.5 Recommendations
References
Chapter 22: Development and Implementation of a Statewide Telemedicine/Telehealth System in the State of Santa Catarina, Brazil
22.1 Introduction
22.1.1 The State of Santa Catarina
22.1.2 The Brazilian Health Care System
22.1.3 The Use of Information and Communication Technologies in Support of Health Care
22.2 Project Description
22.2.1 Santa Catarina State Telemedicine Network
22.2.2 Brazilian National Telehealth Program
22.2.3 Brazilian University Telemedicine Network
22.3 Insights/Results
22.3.1 The Growth and Integration of Telemedicine and Telehealth Projects in Santa Catarina
22.4 Conclusions
References
Chapter 23: Low-Cost Health Care: Improving Care to Rural Chinese Communities Through the Innovations of Integrated Diagnostic Terminals and Cloud Computing Platforms
23.1 Introduction
23.2 An Overview of Health Care in Rural China
23.3 Understanding Integrated Diagnostic Terminals and Cloud Computing Platforms
23.4 Recent Trends in Community and Rural Health Care
23.5 Low-Cost Health-Care Technology Innovations
23.6 Research and Development Activities of CAS for Low-Cost Health Care
References
Appendix A Supplementary Descriptions of Online Collaboration Platforms
Drupal ( http://drupal.org/)
IGLOO ( http://www.igloosoftware.com/)
Basecamp ( http://basecamphq.com/)
BuddyPress ( http://buddypress.org/)
Box ( http://box.net/)
Yammer ( https://www.yammer.com/)
Google+ ( http://plus.google.com/)
ThoughtStream ( http://www.thotstr.com/)
Appendix B
Appendix C
Appendix D Country Identi cation by Name (Alphabetical)
Appendix E Country Classi cation by "Development" Status
Afterword Technology - Enabled Knowledge Translation in Evolution
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Technology Enabled Knowledge Translation for eHealth

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