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APA Summit on Medical Student Education Task Force on Informatics and Technology: Learning About Computers and Applying Computer Technology to Education and Practice

Received July 3, 2005; revised October 20, 2005; accepted October 20, 2005. Dr. Hilty is Associate Professor of Psychiatry, UCDMC, Department of Psychiatry and Behavioral Sciences, Sacramento, California. Dr. Yellowlees is affiliated with UCDMC, Department of Psychiatry and Behavioral Sciences, Sacramento, California. Dr. Hales is Director, Division of Education and Career Development, American Psychiatric Association, Arlington, Virginia. Dr. Briscoe is affiliated with Eastern Virginia Medical School, Department of Psychiatry, Norfolk, Virginia. Dr. Benjamin is affiliated with the University of Massachusetts Medical School, Department of Psychiatry, Boston, Massachusetts. Dr. Boland is affiliated with Brown University, Department of Psychiatry and Human Behavior, Providence, Rhode Island. Dr. Luo is affiliated with the University of California Los Angeles, Department of Psychiatry and Behavioral Sciences, Los Angeles, California. Dr. Chan is affiliated with the Medical College of Wisconsin, Milwaukee, Department of Psychiatry, Milwaukee, Wisconsin. Dr. Kennedy is affiliated with AATP, Technology, New York, New York. Dr. Karlinsky is affiliated with the University of British Columbia, Department of Psychiatry, Vancouver, British Columbia, Canada. Dr. Gordon is affiliated with Vahalla Partners, Department of Research, Arlington, Virginia. Dr. Yager is affiliated with the University of New Mexico, Department of Psychiatry, Albuquerque, New Mexico. Address correspondence to Dr. Hilty, UC Davis Psychiatry, 2230 Stockton Blvd., Sacramento, CA 95817; dmhilty{at}ucdavis.edu (E-mail). Copyright © 2006 Academic Psychiatry.

OBJECTIVE: This article provides a brief overview of important issues for educators regarding medical education and technology.METHODS: The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry. RESULTS: Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching. CONCLUSION: Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.

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