OBJECTIVE: This article describes two complementary technology systems used in academic medicine to 1) improve the quality of learning and teaching, and 2) describe the barriers and obstacles encountered in implementing these systems. METHOD: The literature was integrated with in-depth, case-based experience with technology related to student progression, faculty promotion and school administration. RESULTS: Academic medicine concerns itself with data and outcomes. Psychiatrists need to attend to their learning and teaching paths as much as to developing the knowledge and skills to manage their patients. CONCLUSIONS: Technology enables us to track, manage, and report these data with increasing ease, making transparency and accuracy more achievable.
Technology as an Instrument to Improve Quality, Accountability, and Reflection in Academic Medicine
Abstract
OBJECTIVE: This article describes two complementary technology systems used in academic medicine to 1) improve the quality of learning and teaching, and 2) describe the barriers and obstacles encountered in implementing these systems. METHOD: The literature was integrated with in-depth, case-based experience with technology related to student progression, faculty promotion and school administration. RESULTS: Academic medicine concerns itself with data and outcomes. Psychiatrists need to attend to their learning and teaching paths as much as to developing the knowledge and skills to manage their patients. CONCLUSIONS: Technology enables us to track, manage, and report these data with increasing ease, making transparency and accuracy more achievable.Preview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Technology as an Instrument to Improve Quality, Accountability, and Reflection in Academic Medicine
Wilkes, Michael S.; Howell, Lydia
Follow Academic Psychiatry
, Volume 30 (6): 456
American Psychiatric Publishing, Inc (Journal) – Dec 1, 2006
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