An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study
The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. This study aimed to develop a framework t...
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| Veröffentlicht in: | Journal of medical Internet research 2018-05, Vol.20 (5), p.e10229-e10229 |
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| creator | Brunner, Melissa McGregor, Deborah Keep, Melanie Janssen, Anna Spallek, Heiko Quinn, Deleana Jones, Aaron Tseris, Emma Yeung, Wilson Togher, Leanne Solman, Annette Shaw, Tim |
| description | The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach.
This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates.
A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements.
Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated.
The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs. |
| doi_str_mv | 10.2196/10229 |
| format | Article |
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This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates.
A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements.
Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated.
The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.</description><identifier>ISSN: 1438-8871</identifier><identifier>ISSN: 1439-4456</identifier><identifier>EISSN: 1438-8871</identifier><identifier>DOI: 10.2196/10229</identifier><identifier>PMID: 29764794</identifier><language>eng</language><publisher>Canada: Journal of Medical Internet Research</publisher><subject>Analysis ; Clinical medicine ; Clinical outcomes ; Cues ; Curricula ; Education ; Education, Medical, Graduate - methods ; Employee development ; Evidence-based medicine ; Experts ; Feedback ; Health care reform ; Health Personnel - education ; Humans ; Information management ; Integrated care ; Labor force ; Literature reviews ; Medical personnel ; Methods ; Mixed methods research ; Original Paper ; Patient communication ; Professional development ; Technology ; Telemedicine - methods ; Workforce</subject><ispartof>Journal of medical Internet research, 2018-05, Vol.20 (5), p.e10229-e10229</ispartof><rights>Melissa Brunner, Deborah McGregor, Melanie Keep, Anna Janssen, Heiko Spallek, Deleana Quinn, Aaron Jones, Emma Tseris, Wilson Yeung, Leanne Togher, Annette Solman, Tim Shaw. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 15.05.2018.</rights><rights>COPYRIGHT 2018 Journal of Medical Internet Research</rights><rights>Copyright Gunther Eysenbach MD MPH, Associate Professor May 2018</rights><rights>Melissa Brunner, Deborah McGregor, Melanie Keep, Anna Janssen, Heiko Spallek, Deleana Quinn, Aaron Jones, Emma Tseris, Wilson Yeung, Leanne Togher, Annette Solman, Tim Shaw. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 15.05.2018. 2018</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c492t-6a93caec7b21acb9a360b030e462834a97dd7b66160d1090110ce3e0b6d899cd3</citedby><cites>FETCH-LOGICAL-c492t-6a93caec7b21acb9a360b030e462834a97dd7b66160d1090110ce3e0b6d899cd3</cites><orcidid>0000-0001-9516-0303 ; 0000-0002-4518-6748 ; 0000-0002-4043-7237 ; 0000-0001-7479-9319 ; 0000-0002-0009-2975 ; 0000-0002-2906-8880 ; 0000-0001-6611-9651 ; 0000-0001-5704-4598 ; 0000-0001-6865-4818 ; 0000-0003-0783-1918 ; 0000-0001-6823-5189 ; 0000-0003-2234-7331</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,723,776,780,860,881,27903,27904,30978</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29764794$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Brunner, Melissa</creatorcontrib><creatorcontrib>McGregor, Deborah</creatorcontrib><creatorcontrib>Keep, Melanie</creatorcontrib><creatorcontrib>Janssen, Anna</creatorcontrib><creatorcontrib>Spallek, Heiko</creatorcontrib><creatorcontrib>Quinn, Deleana</creatorcontrib><creatorcontrib>Jones, Aaron</creatorcontrib><creatorcontrib>Tseris, Emma</creatorcontrib><creatorcontrib>Yeung, Wilson</creatorcontrib><creatorcontrib>Togher, Leanne</creatorcontrib><creatorcontrib>Solman, Annette</creatorcontrib><creatorcontrib>Shaw, Tim</creatorcontrib><title>An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study</title><title>Journal of medical Internet research</title><addtitle>J Med Internet Res</addtitle><description>The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach.
This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates.
A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements.
Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated.
The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.</description><subject>Analysis</subject><subject>Clinical medicine</subject><subject>Clinical outcomes</subject><subject>Cues</subject><subject>Curricula</subject><subject>Education</subject><subject>Education, Medical, Graduate - methods</subject><subject>Employee development</subject><subject>Evidence-based medicine</subject><subject>Experts</subject><subject>Feedback</subject><subject>Health care reform</subject><subject>Health Personnel - education</subject><subject>Humans</subject><subject>Information management</subject><subject>Integrated care</subject><subject>Labor force</subject><subject>Literature reviews</subject><subject>Medical personnel</subject><subject>Methods</subject><subject>Mixed methods research</subject><subject>Original Paper</subject><subject>Patient communication</subject><subject>Professional development</subject><subject>Technology</subject><subject>Telemedicine - methods</subject><subject>Workforce</subject><issn>1438-8871</issn><issn>1439-4456</issn><issn>1438-8871</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNptkl1rFDEUhoMotl37F2RABHsxNV-TmXhRWBb7Aa0K1UsJmeTMburMZE0y2v57s3atXTG5OOGc57wHTl6EDgk-pkSKtwRTKp-gfcJZUzZNTZ4-eu-hgxhvMKaYS_Ic7VFZC15Lvo--zscCzkH3aVUs9Fq3rnfJQSxOgx7gpw_fis6H4ixoO-mU83q0xZb_FHwHMTo_6j6-K67cLdjyCtLK21hcp8nevUDPulyDw22coS-n7z8vzsvLj2cXi_llabikqRRaMqPB1C0l2rRSM4FbzDBwQRvGtaytrVshiMCWYIkJwQYY4FbYRkpj2Qyd3Ouup3YAa2BMQfdqHdygw53y2qndyuhWaul_qErWnFcyC7zZCgT_fYKY1OCigb7XI_gpKoqZzHNpjjP06h_0xk9hswJFST75Nxr6l1rqHpQbO5_nmo2omtdCsqqilcjU8X-ofC0MzvgROpfzOw1HOw2ZSXCblnqKUV1cf9hlX9-zJvgYA3QP-yBYbTyjfnsmcy8fL--B-mMS9guYELjO</recordid><startdate>20180501</startdate><enddate>20180501</enddate><creator>Brunner, Melissa</creator><creator>McGregor, Deborah</creator><creator>Keep, Melanie</creator><creator>Janssen, Anna</creator><creator>Spallek, Heiko</creator><creator>Quinn, Deleana</creator><creator>Jones, Aaron</creator><creator>Tseris, Emma</creator><creator>Yeung, Wilson</creator><creator>Togher, Leanne</creator><creator>Solman, Annette</creator><creator>Shaw, Tim</creator><general>Journal of Medical Internet Research</general><general>Gunther Eysenbach MD MPH, Associate Professor</general><general>JMIR Publications</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ISN</scope><scope>7QJ</scope><scope>E3H</scope><scope>F2A</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-9516-0303</orcidid><orcidid>https://orcid.org/0000-0002-4518-6748</orcidid><orcidid>https://orcid.org/0000-0002-4043-7237</orcidid><orcidid>https://orcid.org/0000-0001-7479-9319</orcidid><orcidid>https://orcid.org/0000-0002-0009-2975</orcidid><orcidid>https://orcid.org/0000-0002-2906-8880</orcidid><orcidid>https://orcid.org/0000-0001-6611-9651</orcidid><orcidid>https://orcid.org/0000-0001-5704-4598</orcidid><orcidid>https://orcid.org/0000-0001-6865-4818</orcidid><orcidid>https://orcid.org/0000-0003-0783-1918</orcidid><orcidid>https://orcid.org/0000-0001-6823-5189</orcidid><orcidid>https://orcid.org/0000-0003-2234-7331</orcidid></search><sort><creationdate>20180501</creationdate><title>An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study</title><author>Brunner, Melissa ; 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At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach.
This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates.
A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements.
Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated.
The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.</abstract><cop>Canada</cop><pub>Journal of Medical Internet Research</pub><pmid>29764794</pmid><doi>10.2196/10229</doi><orcidid>https://orcid.org/0000-0001-9516-0303</orcidid><orcidid>https://orcid.org/0000-0002-4518-6748</orcidid><orcidid>https://orcid.org/0000-0002-4043-7237</orcidid><orcidid>https://orcid.org/0000-0001-7479-9319</orcidid><orcidid>https://orcid.org/0000-0002-0009-2975</orcidid><orcidid>https://orcid.org/0000-0002-2906-8880</orcidid><orcidid>https://orcid.org/0000-0001-6611-9651</orcidid><orcidid>https://orcid.org/0000-0001-5704-4598</orcidid><orcidid>https://orcid.org/0000-0001-6865-4818</orcidid><orcidid>https://orcid.org/0000-0003-0783-1918</orcidid><orcidid>https://orcid.org/0000-0001-6823-5189</orcidid><orcidid>https://orcid.org/0000-0003-2234-7331</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of medical Internet research, 2018-05, Vol.20 (5), p.e10229-e10229 |
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| source | MEDLINE; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central Open Access; Applied Social Sciences Index & Abstracts (ASSIA); PubMed Central |
| subjects | Analysis Clinical medicine Clinical outcomes Cues Curricula Education Education, Medical, Graduate - methods Employee development Evidence-based medicine Experts Feedback Health care reform Health Personnel - education Humans Information management Integrated care Labor force Literature reviews Medical personnel Methods Mixed methods research Original Paper Patient communication Professional development Technology Telemedicine - methods Workforce |
| title | An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study |
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