Modern healthcare, being primarily focused on providing quality patient care, cannot exist apart from information technology. For this reason, medical employees are now obliged to learn how to beneficially use technology as well as practice proper communication with patients on the subject of its use in the process of treatment. The discipline, which will be analyzed in the course of the paper, is aimed at defining major tools necessary for providing quality healthcare to the community. Thus, the most significant insight acquired during the course is the high necessity of learning how to convey the importance of information technology to the patients in the simplest way possible.
To begin with, it is necessary to dwell upon the notions that should be processed by the students throughout the course. The subject’s primary goal was to introduce the most common technologies now used in healthcare and their significance to the sphere. Another part of the course was dedicated to the nuance of proper communication with patients using both technology and interpersonal communication.
Before the course enrollment, I considered information technology to be more of an arbitrary helping tool rather than part and parcel of medical practice. However, by the end of the course, I have discovered that the proper use of technology tools can potentially help save hundreds of human lives. Researchers claim that such tools as the Clinical Decision Support System (CDSS) prevent doctors from making false diagnoses due to cognitive overload (Ancker et al., 2017). Besides helping medicals focus more on the treatment process, it is also a key tool for the precise statistical data, crucial for the further development of healthcare across the state.
Another crucial aspect obtained during the course is the ability to assess personal strengths and weaknesses when it comes to cooperation with information systems. As a result, I have discovered that my major strength is the ability to adapt to technology use quite quickly. This benefit also concerns almost all young specialists who are used to information technology from an early age. Such knowledge puts more adolescent specialists at a serious advantage in terms of healthcare system development. However, the skills of fast learning do not concern some patients who are to be educated on the use of technology tools during their treatment process.
According to the researchers, effective patient education is the key to successful treatment due to the patient’s willingness to collaborate (Jimenez & Lewis, 2018). Hence, I believe my major weakness to be the ability to communicate with patients in a way beneficial for their desire to be educated. Despite various already existing methods on patient education, there is still a strong need to develop further research on the topic in order to make it more productive.
In my opinion, the development of healthcare informatics is now rapidly moving towards its zenith due to the beneficial environment. The strategies of further researches are now being planned for the next decades. However, automatized systems of clinical history have introduced the issue of privacy for both patients and medical employees (Iyengar et al., 2018). For this reason, I believe sustaining privacy while maintaining technological advancements in the medical sphere to be one of the most significant topics for further investigation. Moreover, the field of healthcare informatics develops too fast for educators to adapt to the process.
As a result, many specialized educational establishments fail to provide proper students’ preparation on the subject (Ashrafi et al., 2019). Hence, another subject of further investigation should be the methods in which students could be informed of the information technologies used in the field.
Speaking of my personal evaluation of the competencies aligned to the course, the progress is definitely visible by the end of the course, but there are still a lot of details requiring reconsideration. My understanding of the outlines introduced in the course syllabus, including the ability to analyze major programs and methods of computer-human interaction critically is clear and exhaustive. However, in order to maintain the obtained knowledge and skills, there should be more practical tasks, which may help build on the progress. The most valuable output I realized throughout the course is the fact that subjects concerning medicine and technology require constant and comprehensive learning in order to remain relevant in the field.
Taking everything into consideration, it may be concluded that the course of healthcare informatics is an integral part of medical education in the context of the 21st century. In the following reflection of the course, some of its major constituents and outputs were introduced and analyzed. When it comes to personal knowledge and skills gained, the most significant discoveries are the necessity to continually improve on the subject in order to realize how to convey the information to the patients. Even the most advanced technology may be of no help if the patients are not willing to collaborate. Further research on the subject includes more methods for patient education and examination of privacy maintenance.
References
Ancker, J. S., Edwards, A., Nosal, S., Hauser, D., Mauer, E., & Kaushal, R. (2017). Effects of workload, work complexity, and repeated alerts on alert fatigue in a clinical decision support system. BMC medical informatics and decision making, 17(1), 36.
Ashrafi, N., Kuilboer, J. P., Joshi, C., Ran, I., & Pande, P. (2019). Health informatics in the classroom: An empirical study to investigate higher education’s response to healthcare transformation. Journal of Information Systems Education, 25(4), 5.
Iyengar, A., Kundu, A., & Pallis, G. (2018). Healthcare informatics and privacy. IEEE Internet Computing, 22(2), 29-31.
Jimenez, Y. A., & Lewis, S. J. (2018). Radiation therapy patient education using VERT: a combination of technology with human care. Journal of medical radiation sciences, 65(2), 158-162.