通过比较分析具有国际影响力和代表性的3种国际健康信息学能力标准框架,为我国健康信息学教育实践提供借鉴。本文对国际医学信息学会生物医学和健康信息学教育建议、美国医学信息学会健康信息学研究生教育核心能力、澳大利亚健康信息学能力框架的条目内容、术语使用、应用范围、适用对象进行比较,提出其对我国健康信息学人才培养路径发展的启示,具体包括从内容驱动转变为能力驱动的教育模式,能力标准中融入社会与行为科学、管理科学等知识领域,建立与职业分类相匹配的分层分级培养标准。
This paper aims to inform the education and practice of health informatics in China by comparing and analyzing three internationally influential and representative international health informatics competency standard frameworks that have updated over recent years. This paper reviews and compares the updated recommendations by the International Medical Informatics Association on Education in Biomedical and Health Informatics, the core competencies for applied health informatics education at the master′s degree level defined by the American Medical Informatics Association and the Australian Health Informatics Competency Framework with a special focus on their content, terminology, scope of application, and target audiences. Some suggestions for the development of training pathway of China′s health informatics talents is proposed. These include transitioning from a content-driven to a competency-driven education model, integrating competency standards into knowledge fields such as social and behavioral science as well as management science, and establishing hierarchical training standards that align with occupational classification.
[1] 周晓英,裴俊良.健康信息学的学科范畴与中国健康信息学的发展:兼述健康信息学学科建设与发展学术研讨会[J]. 中国图书馆学报,2022,48(2):76-93.DOI:10.13530/j.cnki.jlis.2022016.
[2] 李艳玲,邱五七,田荣,等.我国医学信息学人才培养探讨[J]. 医学信息学杂志,2023,44(5):87-90.DOI:10.3969/j.issn.1673-6036.2023.05.016.
[3] 何小峰,于琦,胡晓娟,等.医信融合:新科技革命背景下医学信息学的发展研究[J]. 教育理论与实践,2022,42(33):16-19.
[4] 檀旦,张博论,赵玉虹.国际医学信息学会对生物医学和卫生信息学教育的建议(连载二)[J]. 中国卫生信息管理杂志,2012,9(2):34-39.
[5] Bichel-Findlay J, Koch S, Mantas J, et al. Recommendations of the International Medical Informatics Association (IMIA) on education in biomedical and health informatics: second revision[J]. Int J Med Inform,2023,170:104908.DOI:10.1016/j.ijmedinf.2022.104908.
[6] Valenta AL, Berner ES, Boren SA, et al. AMIA Board White Paper: AMIA 2017 core competencies for applied health informatics education at the master′s degree level[J]. J Am Med Inform Assoc,2018,25(12):1657-1668.DOI:10.1093/jamia/ocy132.
[7] Brommeyer M, Bichel-Findlay J, Tarabay T, et al. The Australian health informatics competency framework: conceptual design, framework development, and certification delivery[J]. Stud Health Technol Inform, 2024,310:1211-1215.DOI:10.3233/SHTI231157.
[8] Monkman H, Mir S, Borycki EM, et al. Updating professional competencies in health informatics: a scoping review and consultation with subject matter experts[J]. Int J Med Inform,2023,170:104969.DOI:10.1016/j.ijmedinf.2022.104969.
[9] van Kessel R, Wong BLH, Clemens T, et al. Digital health literacy as a super determinant of health: more than simply the sum of its parts[J]. Internet Interv,2022,27:100500.DOI:10.1016/j.invent.2022.100500.
[10] 羊洋,任元鹏,许勤,等.跨专业国际合作视角下健康信息学课程的设计与实践[J]. 中华护理教育,2022,19(12):1061-1066.DOI:10.3761/j.issn.1672-9234.2022.12.001.
[11] 葛向煜,贾守梅,胡雁,等.健康信息方向护理硕士专业学位研究生培养的探索与实践[J]. 中华护理教育,2024,21(7):828-834.DOI:10.3969/j.issn.1001-4152.2005.10.030.
[12] 刘辉.我国高层次医学信息人才培养体系建构的思考[J]. 医学信息学杂志,2021,42(11):2-6.DOI:10.3969/j.issn.1673-6036.2021.11.001.
[13] Monkman H, Mir S, Bond J, et al. Canadian employers′ perspectives on a new framework for health informatics competencies[J]. Int J Med Inform,2024,183:105324.DOI:10.1016/j.ijmedinf.2023.105324.
[14] Lee KH, Kim MG, Lee JH, et al. Empowering healthcare through comprehensive informatics education: the status and future of biomedical and health informatics education[J]. Healthc Inform Res,2024,30(2):113-126.DOI:10.4258/hir.2024.30.2.113.
[15] 马敬东,南京辉.数字化转型背景下我国复合型卫生健康信息人才培养路径[J]. 医学信息学杂志,2022,43(3):9-14.DOI:10.3969/j.issn.1673-6036.2022.03.002.
[16] 邰杨芳,郭樱,何小峰,等.“医信融合”视域下复合型医学人才培养目标及效果评价[J]. 中华医学图书情报杂志,2022,31(7):10-19.DOI:10.3969/j.issn.1671-3982.2022.07.002.
