August 2010

Document Type


Degree Name



Dept. of Medical Informatics and Clinical Epidemiology


Oregon Health & Science University


A four hour faculty development workshop on Medical Informatics curriculum design, development and delivery was given to twenty-five Family Medicine Faculty members as a pre-conference offering for the 2008 Society of Teachers of Family Medicine Annual Predoctoral Education Conference by a group of Family Medicine and Informatics faculty experts. Attendees of this workshop were expected to leave having: 1) an improved overall understanding of the field of Medical Informatics, 2) why it might be appropriate to include in the education of future clinicians and scientists, 3) applicability to the curricula that they deliver in their own institutions, 4) examples of how it can successfully be incorporated in medical education and 5) knowledge of how to develop a specific curricular plan for inclusions in their own institutional programs of study. The workshop included instructional lectures, specific curricular examples from other institutions, a hands-on guided practice session with Medical Informatics focused websites and tools, an interactive faculty facilitated curricular design exercise and a feedback and sharing session. All workshop materials remained available for download to participants afterwards on the Family Medicine Digital Resource Library (FMDRL) a Wiki style repository for educational and conference materials. The session was evaluated positively in formal and informal feedback by attendees for both content and process. In addition each component set of the materials have been downloaded from the FMDRL a total of between 145 and 243 times since posting and a second successful but shorter workshop modeled after this experience has been delivered for the 2010 Northeast Regional Association of American Medical Colleges (NE AAMC) meeting. Continued efforts at engaging medical school faculty of all backgrounds in understanding and incorporating Medical Informatics principles within their own curriculum is necessary to meet the needs of our 21st Century healthcare system and should include multidimensional workshops like the one described here as well as other appropriate methods to meet demand. Lessons learned from this experience can be used to develop future faculty development training experiences directed at early and mid-career faculty who already have teaching roles within their respective institutions.




School of Medicine



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