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.
GENERAL:
- National Commission for Health Education Credentialing. (2015). Areas of Responsibilities, Competencies, and Sub-competencies for Health Education Specialists. http://www.nchec.org/assets/2251/hespa_competencies_and_sub-competencies.pdf
- National Health Education Standards. https://www.cdc.gov/healthyschools/sher/standards/index.htm
Association of College & Research Libraries. (2015). Information literacy standards for nursing: https://www.ala.org/acrl/standards/nursing The standards include subject-specific outcomes indicators and supporting resources
- ACRL information literacy in public health wiki: https://acrl.libguides.com/c.php?g=1190641&p=8708506
- ACRL information literacy in nursing wiki: https://acrl.libguides.com/c.php?g=1190641&p=8708500
- ACRL information literacy in medicine wiki: https://acrl.libguides.com/c.php?g=1190641&p=8708499
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).
MERLOT LINKS:
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
- MERLOT Technical Allied Health Community Portal https://merlot.org/merlot/TechnicalAlliedHealth.htm
- MERLOT Health Sciences Community Portal https://www.merlot.org/merlot/HealthSciences.htm
LIBGUIDES:
- https://libraries.utulsa.edu/appliedhealth University of Tulsa’s website guides students in writing applied health papers, and showcases current applied health news
- https://hsl.lib.unc.edu/resources 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
- https://libguides.health.unm.edu/?b=g&d=a University of New Mexico has 68 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
- https://researchguides.library.tufts.edu/study_design Tufts University health sciences study designs
OTHER DIGITAL RESOURCES:
- http://www.ehealthstrategies.com/ehs_pg2b.htm Knowledge and resources on information and communication technologies for health and healthcare
ARTICLES:
- 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
- Fickenscher, K., & Pagliaro, J. A. (2021). Education in virtual care delivery: Clinician education and digital health literacy. In Healthcare information technology for cardiovascular medicine (pp. 111-125). Springer, Cham. https://doi.org/10.1007/978-3-030-81030-6_9
- 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.
- Garcia, C. B., Chapman, I. F., Chen, S. H., Lazear, E., Lentz, T. B., Williams, C., Dums, J. T., Goller, C. C., & Robertson, S. D. (2021). Integrating research into a nolecular cloning course to address the evolving biotechnology landscape. Biochemistry and Molecular Biology Education, 49(1), 115–128. http://dx.doi.org.csulb.idm.oclc.org/10.1002/bmb.21402
- 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
- Gracia, C. J. (2023). Biz of digital - Teaching research data management to tuture researchers. Against the Grain, 35(6), 46–47.
- 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/
- Katznelson, G., & Gerke, S. (2021). The need for health AI ethics in medical school education. Advances in Health Sciences Education, 26(4), 1447-1458. https://doi.org/10.1007/s10459-021-10040-3
- 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
- Kleib, M., Chauvette, A., Furlong, K., Nagle, L., Slater, L., & McCloskey, R. (2021). Approaches for defining and assessing nursing informatics competencies: a scoping review. JBI Evidence Synthesis, 19(4), 1–48. https://doi-org.csulb.idm.oclc.org/10.11124/jbies-20-00100
- 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.
- Marcos, S., Juanes, J. A., & Walters, M. (2021, October). Impact of state-of-the-art technologies on medical training processes and clinical practice. In Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21) (pp. 271-273). https://doi.org/10.1145/3486011.3486459
- 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
- Maxwell, S., Fuchs-Young, R., Wells, G. B., Kapler, G., Green, S., Pepper, C., Gastel, B., & Huston, D. P. (2024). Short-Term Training with Basic Science Research Literature Advances Medical Students’ Skills for Adaptive Expertise. Journal of Medical Education & Curricular Development, 1–11. https://doi-org.csulb.idm.oclc.org/10.1177/23821205241227328
- 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
- O’Connor, S., Zhang, M., Honey, M., & Lee, J. J. (2021). Digital professionalism on social media: A narrative review of the medical, nursing, and allied health education literature. International Journal of Medical Informatics, 153. https://doi-org.csulb.idm.oclc.org/10.1016/j.ijmedinf.2021.104514
- Olson, D., Bates, S. L., Yarbrough, S., Westall, S., Denis, M. K. C., & Barnett, M. (2023). Information literacy curriculum mapping in the health sciences: A scoping review. Journal of Information Literacy, 17(1).
- Padilha, J. M., Rosa, J. F., & Cunha, D. J. (2022). Gamification in healthcare education: Demystifying a Trend. In Handbook of research on the influence and effectiveness of gamification in education (pp. 46-62). IGI Global. https://www.igi-global.com/chapter/gamification-in-healthcare-education/308746
- 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.
- Raghunathan, K., McKenna, L., & Peddle, M. (2021). Use of academic electronic medical records in nurse education: A scoping review. Nurse Education Today, 101. https://doi-org.csulb.idm.oclc.org/10.1016/j.nedt.2021.104889
- Vassilakaki, E., & Moniarou-Papaconstaninou, V. (2023). Librarians’ support in improving health literacy: A systematic literature review. Journal of Librarianship and Information Science, 55(2), 500-514. https://journals.sagepub.com/doi/pdf/10.1177/09610006221093794?casa_token=OvfyJiohk3IAAAAA:qpWO_WHfO-91E_-fckOL8X2xqECp6hL_FRR_cXWk2yyg73LQWtBk5EQEDiywcZaLaf2ZCFowGxPUbw
- 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).