Should medical schools incorporate formal training in informatics?

Michael Chen, Nabile Safdar, Paul G Nagy

Research output: Contribution to journalArticle

Abstract

Are we preparing future generations of physicians with the skills to practice in the information age? Has the health care IT industry matured to the stage that we can standardize training physicians in how to search and synthesize massive databases of clinical information and tease out complex diagnoses based upon scant information? Will literacy in information technology become a differentiator between physicians' abilities? For the proposition of changing existing curriculum in medical schools to incorporate formal informatics training is Michael Chen, a second year medical student at the University of Maryland School of Medicine. Taking the opposing position is Nabile Safdar, M.D., assistant professor of radiology at the University of Maryland School of Medicines.

Original languageEnglish (US)
Pages (from-to)1-5
Number of pages5
JournalJournal of Digital Imaging
Volume24
Issue number1
DOIs
StatePublished - Feb 2011
Externally publishedYes

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Informatics
Medical Schools
Medicine
Physicians
Radiology
Information Literacy
Health care
Curricula
Information technology
Health Care Sector
Aptitude
Social Responsibility
Students
Medical Students
Curriculum
Databases
Technology
Industry

Keywords

  • clinical information systems
  • continuing medical education
  • Education
  • medical

ASJC Scopus subject areas

  • Radiology Nuclear Medicine and imaging
  • Radiological and Ultrasound Technology
  • Computer Science Applications
  • Medicine(all)

Cite this

Should medical schools incorporate formal training in informatics? / Chen, Michael; Safdar, Nabile; Nagy, Paul G.

In: Journal of Digital Imaging, Vol. 24, No. 1, 02.2011, p. 1-5.

Research output: Contribution to journalArticle

Chen, Michael ; Safdar, Nabile ; Nagy, Paul G. / Should medical schools incorporate formal training in informatics?. In: Journal of Digital Imaging. 2011 ; Vol. 24, No. 1. pp. 1-5.
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