Friedman Charles P, Altman Russ B, Kohane Isaac S, McCormick Kathleen A, Miller Perry L, Ozbolt Judy G, Shortliffe Edward H, Stormo Gary D, Szczepaniak M Cleat, Tuck David, Williamson Jeffrey
University of Pittsburgh, Pittsburgh, PA 15213, USA.
J Am Med Inform Assoc. 2004 May-Jun;11(3):167-72. doi: 10.1197/jamia.M1520. Epub 2004 Feb 5.
In 2002-2003, the American College of Medical Informatics (ACMI) undertook a study of the future of informatics training. This project capitalized on the rapidly expanding interest in the role of computation in basic biological research, well characterized in the National Institutes of Health (NIH) Biomedical Information Science and Technology Initiative (BISTI) report. The defining activity of the project was the three-day 2002 Annual Symposium of the College. A committee, comprised of the authors of this report, subsequently carried out activities, including interviews with a broader informatics and biological sciences constituency, collation and categorization of observations, and generation of recommendations. The committee viewed biomedical informatics as an interdisciplinary field, combining basic informational and computational sciences with application domains, including health care, biological research, and education. Consequently, effective training in informatics, viewed from a national perspective, should encompass four key elements: (1). curricula that integrate experiences in the computational sciences and application domains rather than just concatenating them; (2). diversity among trainees, with individualized, interdisciplinary cross-training allowing each trainee to develop key competencies that he or she does not initially possess; (3). direct immersion in research and development activities; and (4). exposure across the wide range of basic informational and computational sciences. Informatics training programs that implement these features, irrespective of their funding sources, will meet and exceed the challenges raised by the BISTI report, and optimally prepare their trainees for careers in a field that continues to evolve.
2002年至2003年期间，美国医学信息学会（ACMI）对信息学培训的未来进行了一项研究。该项目利用了人们对计算在基础生物学研究中的作用迅速增长的兴趣，这在国立卫生研究院（NIH）的生物医学信息科学与技术倡议（BISTI）报告中有详细描述。该项目的核心活动是2002年学会为期三天的年度研讨会。随后，由本报告的作者组成的一个委员会开展了各项活动，包括与更广泛的信息学和生物科学领域的人员进行访谈、对观察结果进行整理和分类以及提出建议。委员会将生物医学信息学视为一个跨学科领域，它将基础信息科学和计算科学与应用领域相结合，包括医疗保健、生物学研究和教育。因此，从国家层面来看，有效的信息学培训应包含四个关键要素：（1）课程应整合计算科学和应用领域的经验，而不仅仅是将它们拼接在一起；（2）学员的多样性，通过个性化的跨学科交叉培训，使每个学员都能培养出其最初并不具备但却非常关键的能力；（3）直接投身于研发活动；（4）接触广泛的基础信息科学和计算科学。实施这些特点的信息学培训项目，无论其资金来源如何，都将应对并超越BISTI报告提出的挑战，并为学员在一个不断发展的领域中从事职业做好最佳准备。
