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Utilization of social media for teaching people about science and health in the 21st century may seem like an obvious strategy. However, systematic reliance on social networks to spread information may be a recipe for inequity. An increasing body of research suggests that some people are much less likely than others to share information in a peer-to-peer environment. This book explores why these information-sharing patterns persist, why they matter to society, and what, if anything, can be done to address these tendencies.-- Source other than Library of Congress

Background Biomedical Informatics (BMI) education in medical schools is developing a sound curricular base, but there are few published reports of their educational usefulness. The goal of this paper is to assess knowledge change and satisfaction in medical students after a BMI curriculum. Methods The National Autonomous University of México Faculty of Medicine (UNAM) recently implemented a curricular reform that includes two BMI sequential courses (BMI-1 and BMI-2). The research design was one-group pretest-posttest. An objective test with evidence of validity was used for knowledge measurement. A satisfaction questionnaire was applied at the end of the courses. Two-tailed paired Student’s t- tests were applied, comparing knowledge scores in the pre and post-test for each course. Results The study included student cohorts during two consecutive academic years. The 2013 BMI-1 course (n = 986 students) knowledge pretest score was 43.0 ± 8.6 (mean percent correct ± SD), and the post-test score was 57.7 ± 10.3 (p < 0.001); the 2014 BMI-1 (n = 907) pretest score was 43.7 ± 8.5, and the post-test was 58.1 ± 10.5 (p < 0.001). The 2012 BMI-2 course (n = 683) pretest score was 26.3 ± 7.9, the post-test score was 44.3 ± 13.3 (p < 0.001); the 2013 BMI-2 (n = 926) pretest score was 27.5 ± 7.5, and the post-test was 42.0 ± 11.0 (p < 0.001). The overall opinion of the students regarding the course was from good to excellent, with a response rate higher than 90%. The satisfaction questionnaires had high reliability (Cronbach’s alpha of 0.93). Conclusions The study shows a significant increase in BMI knowledge after an educational intervention in four medical student cohorts, and an overall positive evaluation by the students. Long-term follow-up is needed, as well as controlled studies of BMI educational interventions using performance endpoints.

This editorial provides insights into how informatics can attract highly trained students by involving them in science, technology, engineering, and math (STEM) training at the high school level and continuing to provide mentorship and research opportunities through the formative years of their education. Our central premise is that the trajectory necessary to be expert in the emergent fields in front of them requires acceleration at an early time point. Both pathology (and biomedical) informatics are new disciplines which would benefit from involvement by students at an early stage of their education. In 2009, Michael T Lotze MD, Kirsten Livesey (then a medical student, now a medical resident at University of Pittsburgh Medical Center (UPMC)), Richard Hersheberger, PhD (Currently, Dean at Roswell Park), and Megan Seippel, MS (the administrator) launched the University of Pittsburgh Cancer Institute (UPCI) Summer Academy to bring high school students for an 8 week summer academy focused on Cancer Biology. Initially, pathology and biomedical informatics were involved only in the classroom component of the UPCI Summer Academy. In 2011, due to popular interest, an informatics track called Computer Science, Biology and Biomedical Informatics (CoSBBI) was launched. CoSBBI currently acts as a feeder program for the undergraduate degree program in bioinformatics at the University of Pittsburgh, which is a joint degree offered by the Departments of Biology and Computer Science. We believe training in bioinformatics is the best foundation for students interested in future careers in pathology informatics or biomedical informatics. We describe our approach to the recruitment, training and research mentoring of high school students to create a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics. We emphasize here how mentoring of high school students in pathology informatics and biomedical informatics will be critical to assuring their success as leaders in the era of big data and personalized medicine.

The value and methods of online learning have changed tremendously over the last 25 years. The goal of this paper is to review a quarter-century of experience with online learning by the author in the field of biomedical and health informatics, describing the learners served and the lessons learned. The author details the history of the decision to pursue online education in informatics, describing the approaches taken as educational technology evolved over time. A large number of learners have been served, and the online learning approach has been well-received, with many lessons learned to optimize the educational experience. Online education in biomedical and health informatics has provided a scalable and exemplary approach to learning in this field.

Explore a wealth of ideas, insights, and approaches that can be used or adapted by any medical library! Curricular changes in the health professions, coupled with a growing acceptance of the Internet as a tool for daily living, have contributed to a climate of change and opportunity for health sciences libraries. A Guide to Developing End User Education Programs in Medical Libraries will help graduate students in library science, entry-level medical librarians, and experienced educators to understand best practices and to build, expand, and improve medical library-sponsored educational programs. A Guide to Developing End User Education Programs in Medical Libraries is designed to aid and inform professionals who develop, teach, or evaluate end-user education programs in health sciences libraries. Eighteen case studies represent the ideas and approaches of more than fifteen private and public institutions in the United States and the Caribbean. The studies focus on effective end-user programs for medical information electives, veterinary medicine programs, health care informatics, and evidence-based medicine, plus instructional programs for teaching residents, ThinkPad-facilitated instruction, and more. The guide also examines how several medical libraries have created and expanded their end-user education programs. The contributors to A Guide to Developing End User Education Programs in Medical Libraries are health sciences librarians from teaching hospitals, medical/dental/veterinary schools, and health professions-focused universities in a dozen U.S. states and the West Indies. Each of them is involved in designing, teaching, and evaluating user education. This book will help you educate students of medicine, pharmacy, physical therapy, dentistry, and veterinary medicine, plus residents and practicing health professionals. The educational objectives and approaches in the case studies include: clinical med

Background AAPM Report No. 365 recommends that medical physics graduate programs offer courses covering both mathematical and statistical methods (Section 3.1.7) as well as computational methods and medical informatics (Section 3.1.8). While our program seeks to incorporate both of these essential areas into the curriculum, various financial and programmatic constraints have necessitated a more streamlined approach. Accordingly, this work presents a single 2‐semester‐hour course designed to address these topics in an integrated format. Purpose In this paper, we present our efforts in developing a new teaching approach that addresses both AAPM Report No. 365 recommendations in one course. Methods The major challenge of designing this course was the insufficient number of semester hours allocated to teaching both topics. To overcome this obstacle, we implemented a novel approach to homework assignments. Unlike the traditional approach in which students complete homework manually, students in this class were asked to write computer programs to solve most homework questions. These carefully designed assessments not only enhanced students’ understanding of the course materials but also required them to utilize appropriate computational methods. Recognizing that students had varying levels of coding experience from their undergraduate studies, the program instructed them, prior to starting the program, to acquire foundational Python skills through self‐guided learning to prepare for this course. In addition, basic Python programming guidance was provided with each homework assignment to support students with less coding experience. Results The final course covered the following key mathematical concepts: signals and systems, Fourier series and transform, probability, statistical inference, image quality, optimization methods, and an introduction to artificial intelligence with an emphasis on machine learning. To complete the homework assignments, students developed coding skills in data visualization, numerical integration, convolution, continuous‐time/discrete‐time/fast Fourier transforms, random number generator, point estimation, confidence interval, hypothesis testing, linear models, DICOM, the Rose model, conjugate‐gradient descent, iterative methods for solving systems of linear equations, and support vector machines. The course was offered in the Spring 2024 and Spring 2025 semesters and received generally positive evaluations, with some noted challenges per the Course and Teacher Rating reports. Overall, students reported that the course was educationally beneficial; however, some indicated that the coding‐based assignments were demanding. Conclusion We successfully developed and implemented a course that covers mathematical and statistical methods as well as computational methods and medical informatics as recommended in AAPM Report No. 365.

Academic and educational institutions are making significant contributions toward training health informatics professionals. As research in health informatics education (HIE) continues to grow, it is useful to have a clearer understanding of this research field. This study aims to comprehensively explore the research topics and trends of HIE from 2014 to 2023. Specifically, it aims to explore (1) the trends of annual articles, (2) the prolific countries/regions, institutions, and publication sources, (3) the scientific collaborations of countries/regions and institutions, and (4) the major research themes and their developmental tendencies. Using publications in Web of Science Core Collection, a scientometric analysis of 575 articles related to the field of HIE was conducted. The structural topic model was used to identify topics discussed in the literature and to reveal the topic structure and evolutionary trends of HIE research. Research interest in HIE has clearly increased from 2014 to 2023, and is continually expanding. The United States was found to be the most prolific country in this field. Harvard University was found to be the leading institution with the highest publication productivity. Journal of Medical Internet Research, Journal of The American Medical Informatics Association, and Applied Clinical Informatics were the top 3 journals with the highest articles in this field. Countries/regions and institutions having higher levels of international collaboration were more impactful. Research on HIE could be modeled into 7 topics related to the following areas: clinical (130/575, 22.6%), mobile application (123/575, 21.4%), consumer (99/575, 17.2%), teaching (61/575, 10.6%), public health (56/575, 9.7%), discipline (55/575, 9.6%), and nursing (51/575, 8.9%). The results clearly indicate the unique foci for each year, depicting the process of development for health informatics research. This is believed to be the first scientometric analysis exploring the research topics and trends in HIE. This study provides useful insights and implications, and the findings could be used as a guide for HIE contributors.

Graduate health informatics programs in the United States differ widely in cost, curriculum, and program design. However, it is unclear how these differences influence affordability, accreditation signaling, and preparation for a data-driven workforce. This study aimed to evaluate the value (tuition and affordability), structure (delivery format, credit load, culminating experience, and accreditation), and curriculum (technology content emphasis) of US graduate health informatics programs. It examined how accreditation and modality relate to program design, and whether tuition-normalized curriculum breadth differed by accreditation status. A cross-sectional study of 107 US graduate health informatics programs was conducted using publicly available data collected between January and May 2025. Tuition was standardized to cost per credit. Curricular content was coded for technology density and mapped to the Commission on Accreditation for Health Informatics and Information Management Education domains. Comparative statistics, regression models, and exploratory cluster analyses were used to assess relationships between tuition, credit requirements, accreditation, delivery format, and curriculum characteristics. Programs varied by delivery format, with 37 of 107 (34.6%) online, 32 of 107 (29.9%) hybrid, 23 of 107 (21.5%) in person, and 15 of 107 (14.0%) flexible. Credit requirements most commonly fell between 31 and 39 credits. Culminating experiences included capstone (54/107, 50.5%), internships (21/107, 19.6%), and thesis (7/107, 6.5%). Required credit hours showed modest variation by delivery format but not by accreditation status. Accreditation was not associated with differences in the tuition-normalized curriculum breadth structural proxy in this program-level analysis. Programs requiring internships had significantly higher mean credit loads than programs without internships (39.0 vs 31.3 credits; P=.005). Cluster analysis revealed 4 descriptive program configurations differentiated by cost, modality, credit requirements, and culminating experiences. In this program-level descriptive analysis, accreditation status was not associated with differences in tuition-normalized curriculum breadth structural proxy. Instead, delivery format and internship requirements were descriptively associated with variation in credit load and cost. Improving transparency in tuition models and aligning program structure with curricular scope may support efforts to enhance equity and value in graduate health informatics education.

ObjectiveTo assess health informatics (HI) training in UK postgraduate medical education, across all specialties, against international standards in the context of UK digital health initiatives (eg, Health Data Research UK, National Health Service Digital Academy and Global Digital Exemplars).DesignA mixed methods study of UK postgraduate clinician training curricula (71 specialties) against international HI standards: scoping review, curricular content analysis and expert consultation.Setting and participantsA scoping literature review (PubMed until March 2017) informed development of a contemporary framework of HI competency domains for doctors. National training curricula for 71 postgraduate medical specialties were obtained from the UK General Medical Council and were analysed. Seven UK HI experts were consulted regarding findings.OutcomesThe International Medical Informatics Association (IMIA) Recommendations for Biomedical and Health Informatics Education were used to develop a framework of competency domains. The number (maximum 50) of HI competency domains included in each of the 71 UK postgraduate medical specialties was investigated. After expert review, a universal HI competency framework was proposed.ResultsA framework of 50 HI competency domains was developed using 21 curricula from a scoping review, curricular content analysis and expert consultation. All 71 UK postgraduate medical curricula documents were mapped across 29 of 50 framework domains; that is, 21 domains were unrepresented. Curricula mapped between 0 (child and adolescent psychiatry and core surgical training) and 16 (chemical pathology and paediatric and perinatal pathology) of the 50 domains (median=7). Expert consultation found that HI competencies should be universal and integrated with existing competencies for UK clinicians and were under-represented in current curricula. Additional universal HI competencies were identified, including information governance and security and secondary use of data.ConclusionsPostgraduate medical education in the UK neglects HI competencies set out by international standards. Key HI competencies need to be urgently integrated into training curricula to prepare doctors for work in increasingly digitised healthcare environments.

Background Health Informatics (HI) is a crucial field of study that combines computer science, medical science, and information science to develop and produce information systems and software that support healthcare providers. As a multidisciplinary area, it presents specific challenges for research. This study aimed to identify the barriers and challenges faced by HI researchers. Methods This qualitative study was conducted in 2023. The study population consisted of students from Health Information Management and Medical Informatics who were actively engaged in research. Data collection was carried out through interviews using a voice recorder, with the process continuing until data saturation was achieved. Data analysis was performed using the content validity method. Results Barriers and challenges were classified into four main themes and 13 main categories. The main categories included teaching, data, time, finances, relationships and cooperation, individual factors, organizational aspects, project management, instruments and infrastructure, cultural influences, methodological concerns, and laws and procedures. Conclusion Research in HI faces both global challenges and region-specific barriers, such as sanctions and ambiguous roles within healthcare systems, necessitating international collaboration and targeted policy frameworks. Strengthening problem-solving skills, fostering professional mentorship, and adopting interdisciplinary approaches can enhance student engagement and research quality. By emphasizing HI’s critical role in advancing healthcare and leveraging successful global case studies, opportunities for innovation and growth in this field can be unlocked.