The educational role of clinical informationist on improving clinical education among medical students: Based on Kirkpatrick model

Evaluating the effect of an in-service training workshop on ICD-10 coding instructions of pregnancy, childbirth and the puerperium for clinical coders

The quality of the data coded based on the 10^th revision of the International Classification of Diseases (ICD-10) can be improved by providing continuous education and promoting the clinical coders’ knowledge and skills. Due to the significance of maternal health in promoting the health of society, the present study evaluated the effects of an in-service training workshop on ICD-10 coding instructions of pregnancy, childbirth, and the puerperium for clinical coders. This applied evaluation study was conducted to evaluate the effects of a coding instructions training course focusing on the 15^th chapter of the ICD-10. The statistical population comprised 45 clinical coders working in the hospitals. The data were collected by a researcher-made questionnaire scored on a five-point Likert scale at the reaction level and by pretest and posttest questionnaires at the learning level. The data were then analyzed by descriptive statistics at the reaction level and by a paired-samples t-test at the learning level. The participants’ satisfaction with the training course was 94.7% on average at the reaction level. At the learning level, the results of the paired-samples t-test showed a significant difference between the means of scores before and after the training course (p=0.000). The training course led to satisfaction and enhanced the capabilities of the clinical coders with regard to coding the 15^th chapter of ICD-10. Clinical Coders must receive training on the new changes and guidelines in the other chapters of ICD-10 based on its most recent revision and employ them in the workplace.

Clinical informationist participation in grand round sessions of gastroenterology department: An action research study

BACKGROUND

Nowadays, providing access to the required information by clinical informationist (CI) is vital for clinical teams to make the best decision. This study was carried out to identifying how CIs should participate in grand round (GR).

MATERIALS AND METHODS

The current study is an action research study. It was conducted in the GR sessions of the Gastroenterology department of Al-Zahra Hospital affiliated with Isfahan University of Medical Sciences in 2017. Participants included attending physicians, fellowship students of the Gastroenterology departments, a CI, and two supervising medical librarians. Data were collected through observation and discussion. Qualitative content analysis and concept mapping were used for data analysis.

RESULTS

The findings indicated that existing problems were related to the CI, medical team, and infrastructural ones. The participation of the CI in medical team was arranged based on the following steps: planning, action, evaluation, and suggestions. It started from an initial diagnosis of patients and ended in GR meetings. During evaluation step, suggestions were made to remove the existing problems and in the fifth step, results were summarized and a framework for the participation of the CI in GR sessions was suggested.

CONCLUSIONS

Medical team members were satisfied with the participation of the CI, but it is necessary to remove the existing structural and personal barriers (related to the CI and medical team members), in order to improve the efficiency of this participation.

A core competency model for clinical informationists

Objectives:

Access to high-quality information improves the quality of patient care, but lack of time and sufficient skills in information seeking can prevent access to information by clinicians. To solve this problem, clinical informationists can provide high-quality, filtered information for clinical team members. This study identified the core competencies that clinical informationists need to effectively fulfill their roles on clinical teams.

Methods:

Participants were selected purposefully from clinicians and medical librarians. Data were collected through semi-structured interviews and analyzed using qualitative content analysis.

Results:

The authors identified six competencies—communication, research, education and training, domain knowledge, information services, and technology—which together were used to develop a “CREDIT” model of core competencies for clinical informationists.

Conclusions:

The CREDIT model can be used as criteria for evaluating the performance of clinical informationists as well as for developing and assessing clinical informationist educational programs and curriculums.