ICT Literacy in Technical Applied Health
ICT Literacy in Technical Applied Health
Compiled by Dr. Lesley Farmer, California State University Long Beach
This bibliography focuses on ICT literacy as it is implemented in United States technical applied health education.
Association of College & Research Libraries. (2015). Information literacy standards for nursing: http://www.ala.org/acrl/standards/nursing The standards include subject-specific outcomes indicators and supporting resources
- ACRL information literacy in public health wiki: http://wikis.ala.org/acrl/index.php/Information_Literacy_in_Public_Health
- ACRL information literacy in nursing wiki: http://wikis.ala.org/acrl/index.php/Information_Literacy_in_Nursing
- ACRL information literacy in medicine wiki: http://wikis.ala.org/acrl/index.php/Information_Literacy_in_Medicine
Common Core State Standards, Next Generation Science Standards, and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).
Key terms: Health sciences, Health and human services, Nursing, Nursing education, Medicine, Internal medicine, Biotechnology, Health informatics, Therapeutic services, other health specialties
Note that digital literacy applies to the various tools that health professionals use, such as ECG. Likewise, information literacy applies to health vocabulary, analyzing diagnostic data, etc.
- Academic Support Services / ePortfolios / Health and human services
- Academic Support Services / Virtual environments / Disciplinary content / Health sciences & medicine
- Business / Economics / Health, ed and welfare
- Science and Technology / Health sciences
- Workforce Development / Technical allied health
- Health Sciences Community: https://www.merlot.org/merlot/HealthSciences.htm
- MERLOT Open Education Resources for Nursing http://teachingcommons.cdl.edu/csuoern/
- https://utulsa.libguides.com/appliedhealth University of Tulsa’s website guides students in writing applied health papers, and showcases current applied health news
- https://guides.stlcc.edu/HIT St. Louis Community College’s guide helps students find reliable information for health information technology research: articles, books, websites, videos, citation help, and search skills
- http://guides.oer.hawaii.edu/healthOER University of Hawaii’s website includes information literacy, open access and video health sciences sources, and evidence-based medicine link
- shttp://guides.lib.unc.edu/?group_id=494 University of North Carolina Chapel Hill Health Library collection of health-related resources: allied health, anatomy, bioinformatics, biology, consumer health, dentistry, disaster planning, evidence-based practice, exercise and sport science, global health, health care administration, history, media, neurosciences, nursing, nutrition, pharmacy, mental health, public health, publications, reference tools, and research tips
- http://libguides.health.unm.edu/ University of New Mexico has 44 guides on health-related topics ranging from Affordable Care Act, anesthesiology, and bioinformatics to psychiatry, radiology, and surgery; also provides reference resources and research tips
- http://hslibraryguides.ucdenver.edu/apps University of Colorado mobile apps for healthcare professionals
- http://researchguides.ebling.library.wisc.edu/research-data-management University of Wisconsin Madison research data management for health sciences
- http://researchguides.library.tufts.edu/c.php?g=249122 Tufts University health sciences study designs
- http://libraryguides.nesl.edu/tufts_health_sciences New England Law guide to health care law
OTHER DIGITAL RESOURCES:
- http://www.ehealthstrategies.com/ehs_pg2b.htm Knowledge and resources on information and communication technologies for health and healthcare
- http://www.infocusrx.com/blog/information-communication-technology-in-health-education/ Information & communication technology in health education; examples of web tools and uses
- Almeida, J., et al. (2014). ICT for bridging biology and medicine. Manifesto from the Dagstuhl Perspectives Workshop 13342. http://drops.dagstuhl.de/opus/volltexte/2014/4429/pdf/dagman_v003_i001_p031_13342.pdf
- Berner, E. S. (2014). Informatics education in healthcare: Lessons learned (pp. 225-235). London: Springer. http://aprender.ead.unb.br/pluginfile.php/66861/mod_folder/content/0/Informatics_Education_in_Healthcare.pdf?forcedownload=1#page=233
- Costello, E., et al. (2014). Information and communication technology to facilitate learning for students in the health professions: Current uses, gaps and future directions. Online Learning Journal, 18(4). http://olj.onlinelearningconsortium.org/index.php/olj/article/view/512
- Darvish, A., Bahramnezhad, F., Keyhamian, S., & Navidham, M. (2014). The role of nursing informatics on promoting quality health care and the need for appropriate education. Global Journal of Health Science, 6(6), 11-18. http://dx.doi.org/10.5539/gjhs.v6n6p11
- Forster, M. (2015). Refining the definition of information literacy: The experience of contextual knowledge creation. Journal of Information Literacy, 9(1), 62–73.
- Foster, E. (2013). Values and the transformation of medical education: The promise of autoethnographic research. Journal of Medicine and the Person, 11(1), 19-23.
- Goben, A. (2013). Scholarly Communication in the Dentistry Classroom. In S. Davis-Kahl, & M. Hensley (Eds.), Common Ground at the Nexus of Information Literacy and Scholarly Communication (pp. 237-248). Chicago, IL: American Library Association. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.426.4546&rep=rep1&type=pdf#page=252
- Houshyari, A., et al. (2012). Medical education and information and communication technology. Journal of Education and Health Promotion. 1(3). doi: 10.4103/2277-9531.94411.
- Howe, C. D. (2012). Undergraduate information literacy instruction is not enough to prepare junior doctors for evidence based practice. Evidence Based Library and Information Practice, 7(2), 76-78. https://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16418
- Jimmy, R., Palatty, P. L., D’Silva, P., Baliga, M. S., & Singh, A. (2013). Are medical students inclined to do research?” Journal of Clinical and Diagnostic Research: JCDR, 7(12), 2892-2895. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3919354/
- Kelly, B. (2019). Uncovering digital literacy and supporting the implicit: A case study of library-faculty collaboration. Proceedings of the IATUL conferences. West Lafayette, IN: Purdue University. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2246&context=iatul
- MacEachern, M., Townsend, W., Young, K., & Rana, G. (2012). Librarian integration in a four-year medical school curriculum: a timeline. Medical Reference Services Quarterly, 31(1), 105-114. doi: 10.1080/02763869.2012.641856
- Maheu, M. M., Drude, K. P., Hertlein, K. M., Lipschutz, R., Wall, K., & Hilty, D. M. (2017). An interprofessional framework for tele-behavioral health competencies. Journal of Technology in Behavioral Science, 2(3-4), 190-210.
- Mather, C., & Cummings, E. (2014, August). Usability of a virtual community of practice for workforce development of clinical supervisors. In HIC (pp. 104-109). https://www.researchgate.net/profile/Carey_Mather/publication/264463305_Usability_of_a_virtual_community_of_practice_for_workforce_development_of_clinical_supervisors/links/53f1d0300cf23733e815e3b7.pdf
- Montez, K. J. (2018). Health informatics in the physical therapy curriculum (Order No. 10823574). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2070929375).
- Murdoch–Eaton, D., & Whittle, S. (2012). Generic skills in medical education: Developing the tools for successful lifelong learning. Medical Education, 46(1), 120-128. https://www.researchgate.net/profile/Sue_Whittle/publication/51860566_Generic_skills_in_medical_education_developing_the_tools_for_successful_lifelong_learning/links/0922b4f393c542cc5c000000.pdf
- Parker, K. R., Srinivasan, S. S., Houghton, R. F., Kordzadeh, N., Bozan, K., Ottaway, T., & Davey, B. (2017). Health informatics program design and outcomes: Learning from an early offering at a mid-level university. Education and Information Technologies, 22(4), 1497–1513.
- Vovides, Y., Chale, S. B., Gadhula, R., Kebaetse, M. B., Nigussie, N. A., Suleman, F., ... & Nkomazana, O. (2014). A systems approach to implementation of eLearning in medical education: Five MEPI schools’ journeys. Academic Medicine, 89(8), S102-S106. http://www.ncbi.nlm.nih.gov/pubmed/25072558
- Wesiak, G., Steiner, C. M., Moore, A., Dagger, D., Power, G., Berthold, M., ... & Conlan, O. (2014). Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding. Computers & Education, 76, 13-29. http://www.know-center.tugraz.at/download_extern/papers/wesiak et al_CAE14_ETU trials_authors version.pdf
- Wood, S. J., Woywodt, A., Pugh, M., Sampson, I., & Madhavi, P. (2015). Twelve tips to revitalise problem-based learning. Medical Teacher, 37(8), 723-729. http://www.oru.se/PageFiles/80251/12 tips to revitalise PBL.2014.pdf
LEARNING ACTIVITIES IDEA STARTERS:
- Ask students to create a timeline of a technical applied health concept (e.g., theories about mental illness, disease; hospital care).
- Ask students to use drawing or image editing software to create an ideal therapeutic service environment, noting the focus of the facility and reasoning for the design.
- Ask students to compare diagnostic practices around the world.
- Ask students to research the cultural connotation of therapeutic services in different cultures.
- Ask students to research historical or cultural influences on therapeutic services.
- Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to technical applied health.
- Ask students to research and debate ethical issues in diagnostic services.
- Ask students to compare codes of ethics from different sectors of technical applied health. Ask them to create their own code of ethics.
- Ask students to interview personnel in different jobs affiliated with technical applied health.
- Ask students to compare the same job across different organizations, and within the same organization.
- Ask students to take pictures of a typical day in a therapeutic services facility, and compare findings.
- Ask students to create an organizational chart of an technical applied health agency, noting number of staff and general salaries.
- Ask students to research career ladders in technical applied health.
- Ask students to research the total cost of a medical procedure, including facilities (e.g., utilities, maintenance), equipment (e.g., selection and purchase, training, maintenance, storage), supplies (e.g., ordering, processing, use, disposal), food (selection and purchase, storage, preparation, dissemination, clean-up and disposal), personnel (e.g., labor, training, scheduling), administration (e.g., insurance, accounting, processing).