Let me continue with our strategic plan for the school in the informatics area now: Our plan calls for a comprehensive IT and informatics infrastructure. In my presentation of the plan, I would like to cover the following areas: 1. Patient care, which is supported by a variety of applications, such as Scheduling, Billing and Chart Management 2. Education, which has two components: the teaching and learning process itself, as well as its administration. 3. We want to plan for the school's increased focus on research which includes research computing applications, but also administrative support tools 4. Administration area which includes applications, like E-mail, word processing which can be called Office Automation
I will describe each area following a standardized schema: Current Status Plan which is divided into different levels of sophistication regarding the use of IT, here illustrated with different images, but also with a different number of dollar signs. The higher levels of sophistication will direct the efforts towards the end goal of a paperless school faster then the lower levels; but the lower levels will allow to adjust to budgetary constraints. In addition it is to note that these levels--for the most part--build on each other allowing a staged implementation without risking to lose investment.
Lets start with status in the area of patient care which is the most comprehensive one: In 2000, the school acquired QSI Dental Systems for the predoctoral clinics It has been implemented now for about 4 years with very limited success. QSI currently only serves as repository for patient demographics & billing and is not used for progress notes or any other clinical tracking. In addition, the school’s QSI installation uses technology that is outdated. Therefore the school does not fulfill CODA requirement 2-24 adequately: Graduates must be competent in the use of information technology resources in contemporary dental practice. Our current system is neither contemporary nor are the students directly interacting with it.
What is the plan? The paperless school shall serve as the guiding end goal for a comprehensive multi-year effort. In the following, I will layout the roadmap for the three main areas of a clinical information system: billing & demographics, clinical records and student progress.
The first area of patient care is demographics & billing: Level 1, the lowest level of sophistication, implementations would upgrade the currently used Systems with the newest version of QSI. Such upgrade would allow us to exploit the full functionality of the new QSI version. Level 2 would tightly integrate our clinical information system into the UPMC hospital system allowing to share demographic data across health care provides including access the medical and medication history. Level 2 follows the federally-supported initiative to create a National Health Information Infrastructure (NHII) by implementing a Local Health Information Infrastructure (LHII). These efforts are currently funded with 100 million by the Bush administration for demonstration projects and supported by NIH and the private sector. By including dentistry in the local health information infrastructure, we could be one of the first institutions in the nation to actively shape the way in which the electronic oral health record interacts with the electronic medical record. Dr. Brailer, charged with the implementation of the NHII by the president, was here at Pitt about a month ago and we had some talks with him. Then, we have an Optional Patient Portal Layer: (Note: optional layer means a part which is not associated with a specific level, so it is optional as the name says and can be deployed with any level) Patient portals allow electronic scheduling for patients and complete electronic submission of pre-registration information including health history forms. It would also provided account history for patients and the ability to pay by credit card online. Let me remind me here at this point that we talk about a 5-year plan—while most of you might argue that our patient population would use such Web-based patient portal only to a limited extent, this might be different 3 years down the road. I will talk later about the needs assessment phase of each of these projects.
Lets talk about the clinical part of the patient care: Level 1 would keep the currently used QSI Systems, but would complement the current installation with QSI’s Clinical Product Suite (CPS). The CPS provides diagnostic and treatment charting. Introducing clinical charting for the school makes only sense if computers are distributed in the clinic. Thus, at Level 1, we would distribute one computer for six dental units allowing students to interact with the electronic patient chart (enter completed procedures, changes in demographics, etc. which need to be approved by instructors). At Level 2, we would distribute one computer for each dental unit allowing students to use chairside computing during patient care (e.g. entering progress notes). Level 3 would go one step further and equip the entire clinic with state-of-the-art dental units which have integrated computing capabilities for chairside usage allowing for to implement more advanced clinical applications, such as semi-automatic recording of clinical findings.
Optional CAD/CAM Layer: 4,000 CAD/CAM systems for milling inlays and crowns are currently used by US dentists. None of our students uses any of this technology. Level 2 and 3 of the Clinical Record System Area lends itself to the implementation of various digital imaging applications: For instance, Intraoral Camera are currently used by 70% of dentists in the US, but, by 0% of our students. This confronts our graduates upon entering a private practice with a knowledge gap in the use of the various associated imaging applications. Digital radiographic units are used by 15% of all dental practices in the US , but by 0% of our students. Again, this keeps our graduates unprepared. The following slides outline proposed phases of implementation of digital imaging at the SDM, as included in the Strategic Plan submitted by Dr. Nair from Oral and Maxillofacial Radiology. He deserves the credit for the following part.
We think that the proposed migration to digital imaging would work best if implemented in phases, in order to facilitate better acceptance of new technology, and address known/unexpected shortcomings of software/hardware. Training will be a significant component of the whole process. It has become obvious that one single technology cannot meet all of our imaging needs. Competing technologies include CCD/CMOS based sensors (Charge Couple Device/Complementary Metal Oxide Semiconductor) are available. Based on the diagnostic task and imaging volume of each clinical area, the appropriate technology will be implemented. A centralized approach will continue to be adopted for imaging needs of the SDM, with the bulk of the images acquired in Radiology--mainly for quality assurance purposes.
Thus, we will see a combination of CCD/CMOS, and SP (storage phosphor) sensors to meet the differing imaging needs of each area. Other clinic areas will mostly use a single CCD/CMOS based-sensor for generation of selected periapical or bitewing radiographs as needed. Only the endodontic grad clinic will have one sensor per cubicle for use by graduate students. CCD/CMOS sensors have been shown to be optimal for endodontic applications and are used by 70% of all US endodontists. Additionally, Radiology will also receive a 3D imaging unit in the form of a dedicated maxillofacial cone beam CT unit.
This slide serves to highlight some of the applications of the cone beam CT unit. The unit is capable of 3D image generation and multiplanar reformatting for numerous oral and maxillofacial diagnostic tasks, at a fraction of the dose and cost of medical-grade CT. Images could then be reformatted in desirable modes, such as pan/ceph. Some common applications are listed on the slide…..
Some facility modification must precede implementation of digital imaging as the existing Radiology area cannot accommodate the hardware. This would include among other changes the elimination of darkrooms and the construction of an imaging area to house the cone beam CT unit. Images acquired using the CT unit will be those of patients seen in Oral Surgery during Phase 1, as the volume is significant. Phase 1 would serve as a test phase where faculty, residents and staff in Oral Surgery will undergo training. Additionally, one digital pan/ceph unit, and 1 intra-oral unit will be installed in Radiology at this point to acquire images on an as needed basis for patients from Oral Surgery, and to prepare for imaging needs of Phase 2. Training will continue during this phase, when dental students blocked in Radiology for their rotation will also be trained in the use of the hardware and software. Any hardware/software problems identified during this phase will be addressed before progressing to Phase 2.
At the beginning of Phase 2, extra-oral imaging capabilities of Radiology would have been tried and tested, and ready to be offered to other clinical areas. During this phase, the imaging needs of Orthodontics that comprise of panoramic and cephalometric radiographs primarily, will be met. The Endodontic graduate area will be provided with an intra-oral digital sensor for each graduate cubicle.
Following implementation of an electronic patient record, installation of network ports and necessary viewing stations, Phase 3 will involve extension of imaging services to all other graduate clinic areas. Phasing in the graduate students with adequate training will assist with acceptance of new technology among faculty, staff and residents.
Phase 4 would be the final phase of implementation of digital radiography. First Professional dental students would start capturing digital radiographs and using them, as all film-based imaging would cease to exist. This will be the most labor-intensive phase as all dental students are trained in digital radiography and image processing.
Lets leave digital imaging and talk about that our mission is to educate. In the student progress and grading area, Level 1 would keep the currently used QSI Dental Systems, but would complement the current installation with CPGS which is the Clinical Progress Grading System of QSI which allows to track students’ clinical progress. Corresponding to the Level 2 and 3, students would accumulate credits and grades towards their clinical requirements by entering completed procedures into clinical computer workstations, where they can be approved and graded by instructors. Therefore, students would have constant up-to-date access to their clinical performance data. Clinical administrators could use the same data for patient distribution—matching anticipated treatment for individual patients with missing requirements by individual students.
Lets talk briefly about the implementation of such a comprehensive system which includes hardware, software and a lot of decision making: We envision a 3-stage effort where each stage takes about a year or less: We would start with a needs assessment which should not be limited to just the functional requirements by students, staff & faculty, but cover all aspects such as equipment tracking, patient scheduling, patient assignments based on course requirements. The second year of this project would be used to evaluate currently existing products in order to analyze how they match these needs. This process includes a review of all available software packages and visits to other schools which have implemented similar systems. At the end of year two, a decision about whether to purchase a specific product. Year 3 covers the implementation of the new or re-implemented clinical information system. This stage includes training for students, staff & faculty. In order to succeed with such a large-scale project one dedicated applied Dental Informatician would support the existing personnel of the CDI. This person would take ownership of the project and guide all phases.
The use of educational technology at the school is currently limited. Faculty start to make syllabi and course materials available through the school's new Intranet. But while course grades are made available to students at the end of each term, access to grades and status of course requirements throughout the term is not possible. CODA requirement 2-10, that the “school must have a curriculum management plan” to avoid, for instance, unwarranted repetition, cannot fully be met without having an electronic curriculum management system. Such a system could analyze topics and keywords from the 1,854 lecture hours in the 4-year predoctoral curriculum (labs and clinic not included) to identify content repetitions and opportunities for curriculum integration.
Here is the plan: The school needs to emphasize instructional value and not just electronic delivery of learning material. Meaning, copying paper material on the computer screen only reduces readability and increases printing demand by students. Instructional value comes in when students interact with the learning material beyond just clicking on links. Level 1 would make all course syllabi available online through the new Intranet, with the ability to hyperlink from each syllabus to its respective lecture material. This would constitute only information presentation. In addition, faculty could publish grades and other types of assessments while individual grades would be accessible only to the student who receives them. Level 1 would also include an electronic curriculum management tool allowing an automatic matching between lectures regarding repetition and opportunities for integration. At Level 2, the Intranet would develop to the school’s learning management system through the addition of a courseware package which supports a growing number of activities performed by faculty and students during the learning process. Since the school does not have the resources to develop such a software package, we would use an off-the-shelf application. One such example is the Pitt Medical Navigator used by the Med School. Faculty would, e.g., author Web-based resources, communicate with students, publish grades, evaluate the achievement of clinical competencies. Students in turn use it for learning, communication and collaboration. In addition, the school could support the development of innovative and effective teaching tools by its own faculty. Faculty who want to develop their own instructional programs should be connected with project teams composed of programmers, Web developers, graphic designers and instructional designers, in order to produce superior results. In this effort, CIDDE, the School of Education, the School of Information Sciences and the Library Sciences Program should be used as valuable assets.
Interest and engagement in research is rapidly growing at the school. The use of information technology and informatics as part of specific research proposals becomes more often a core review criteria for funding agencies. Example would be the grant application for the PBRNs with which many of you are familiar. In addition, the staff members of the Office of Research are overburdened with repetitive tasks required for the grant submission process (e.g. collecting biosketches, calculating salaries and fringe benefits). They also struggle with keeping up with the post-award administration (e.g. collecting report, fund allocation planning). Students are involved in faculty research projects only to a limited degree, mainly through the school’s T35 program. In many cases, however, students learn by accident about ongoing research projects which match their interest.
Here is the plan, as a first step, the school needs to integrate research into the clinical operation. This requires the implementation of a truly clinical information system which collects patient relevant health data beyond the currently recorded demographic data. Faculty and student researcher should be able to query the patient records to perform retrospective studies, identify patients as potential study subjects and evaluate epidemiological trends in our patient population. Level 2 would integrate the research process into the workflow of the clinical operation. For instance, upon patient enrollment, alerts would notify us of the eligibility of the patients for ongoing research studies. The enrollment criteria would be stored in the system and matched against the data entered about a new patient. Furthermore the clinical information system would include a research module which facilitates the enforcement of research protocols by alerting clinicians about necessary data collection tasks and required recall visits.
Currently, NIH streamlines the grant submission process which will include a move towards electronic grant submission. In order to stay competitive, the school needs to be prepared to submit grants electronically in an efficient and timely way. For instance, NIH-Biosketches need to be available to the Research staff from a centrally maintained up-to-date information store. The university makes efforts here to solve this problem institution-wide. At level 2, staff members of the Office of Research will be able to access the salary and benefit information of researchers in order to prepare grant budgets. So there will be an application which allows upon granted request by the business office direct access to this information.
An increasing number of research projects are conducted as a group effort including faculty from different departments and even researchers from different institutions. The work on paper manuscripts and grant applications can be improved by using state-of-the-art collaborative work environments which integrate well into the existing office environment and the research-specific workflow. In our center, we are using groove for a few years now with great success. The deployment of such an environment facilitates real-time data sharing, common scheduling and seamless project management among a group of collaborators. Level 1 would call for individual licenses and level two specifies the purchase of a site license.
Currently, the Office of Research uses a centralized post-award management process. However, reporting requirements and resource planning is handled manually using various unconnected spreadsheets and overviews. In order to streamline this process and allowing the staff members to concentrate to support the acquisition of the new research money, electronic means should be deployed to manage this process.
Individual investigators must be able to point to existing expertise and resources at their own institutions to compete successful for research dollars. Due to the significant effort to attract external funding and the increased the number of ongoing research projects, the school should increase the pooled resources to enhance research activities. Specifically, One additional application developer / database administrator whose salary is funded up to 50% by the school with the expectation that the remainder is provided through soft money should be added to our pool of available personnel. We have an Informational / PR Needs layer for the Office of Research allowing them to distribute time-sensitive information to researchers and the distribution of news to the alumni community.
Last, but not least, DI research … Research funding: the center as acquired close to 800 K in research funding. Currently, a total of $3 million are submitted and we are very afraid that we might get all. As stated already in the Patient Care section of my presentation, one applied informatician must devote his/her effort to the clinical information system to 90% and to the training infrastructure to 10%. While this development of research funding at the CDI is desirable, the Center cannot continue to sustain its new and existing projects with the available personnel (2 full-time faculty, 1 full-time research assistant and 1 administrative assistant, who is committed 70% to IT support). thus, the plan calls for one more faculty member to support ongoing research efforts (entirely funded through research money) in order to expand the research efforts, an additional qualified research faculty would be required, initially funded through the school with the expectation that softmoney will sustitute the salary costs. Plus, in accordance to the growing scale and scope of the activities of the CDI the plan calls for a promotion of the center to a Department.
Lets first consider the current status: The current intranet is mainly designed as a tool students, staff and faculty can utilize to find information easily and communicate in a more efficient way. Thus, avoiding the delay inherent in many paper-based processes. However, at the current stage it is not used to its full extent. The work on the Internet Website was not completed by our contractor and we currently add all missing functions. We have several formal and informal processes in place to identify common problems that affect productivity, such as - evaluation of tickets from the helpdesk system and - feedback from our users and - particularly the points of contact of each department POC = very efficient information channel to our IT staff Half of our server hardware was purchased in 2001. Since we have added more services, in some cases resource-demanding applications require faster hardware now. We performed an inventory of our hardware through a system which is built in to our helpdesk application in order to manage and control for instance software installations and insure proper software licensing. The support needs of the school require 2 full time people dedicated to client desktop IT support. Currently, we have only one fulltime position. This situation leaves our IT support phone line often unattended and delays resolving of issues. With the introduction of new services and systems in the last 3 years the Systems Administrator position requires more time maintaining the servers, monitoring security, and performing infrastructure implementations. In addition, less of the center’s administrative assistant’s time is available for IT functions such as processing orders, maintaining inventory and tracking assets because of the administrative demands on the academic operations of CDI.
I want to cover only briefly the bread and butter site of our IT operation since it is obviously very generic and I am sure more or less comparable to any other dental school. A large portion of our efforts (financially & workload-wise) will devoted to regular software upgrades and maintenance to keep all systems up to date and to ensure that our systems are secure and reliable. HIPAA guidelines requires that our servers be updated regularly. To avoid software licensing violation fees we need to assess in details the software installed on all the computers in the SDM and ensure licensing compliance. We do this for hardware only at this point. During the first year we will need to upgrade most of the server systems that were purchased in 2001. over the coming years we will upgrade one or two systems each year. As for client workstations upgrades . A normal 5 year cycle will be established. We will continue to consolidate multiple databases and Excel documents into the database server to eliminate data redundancy.
Current Intranet deployment includes 17 areas/departments – all these have already been populated with content. But as stated already utilization and additional functions and features will be the main focus for the next years. Lets talk for a moment about forgotten passwords and how to eliminate this support problem. From March 2003 to August 2004, we had about 500 help requests regarding account lockings and forgotten passwords. Thus, the plan calls to increase efficiency by using a fingerprint system to logon to computers inside the SDM. DigitalPersona’s fingerprint-based uses a small scanner which will be attached to each workstation eliminating the need for passwords and increasing security.
Many faculty and staff use IT in a suboptimal way. The current IT personnel doesn’t have the time or skills to provide systematic training. The school is therefore in need for a training infrastructure for a productive use of the IT resources in which we have so much invested. Thus, the plan calls for 10% of a dental informatics faculty who would assume the responsibility of assessing the skills needed, implement and manage a comprehensive training plan IT competencies necessary to perform the jobs in the SDM need to be identified for each job and updated as the requirements change over time. To be effective we need to provide qualified trainers, facilities, and courses. We need to encourage one to one training by more computer literate peers through a mentoring program We can exploit university resources such as the computing learning center and cidde
Several projects will enhance the school’s Website is through improved functionality. Example of one major project included in the plan: To develop an online registration system with credit card processing, course management for CDE. This project will allow after its completion that dentists can register for courses based on available seats and pay the fees online via CC.
Let me conclude with how we want to improve the IT operation of our support unit: The plan calls for the addition of a new administrative/junior technical phone support position that will: administrative functions such as purchasing provide full-time phone service maintain software and hardware asset inventory track the status of purchase and help requests In addition the plan includes the re-Location of the IT service to the 3rd floor of Salk Hall to be in closer proximity of the server room as well as the majority of the support needs. We want to establish regular customer service surveys and periodicly analyze our effectiveness We want to establish a system for feedback from users and continue to utilize the POC group feedback At this point, I would like to allow some time for questions and comments. Thank you for your attention!
1. University of Pittsburgh School of Dental Medicine Dr. Heiko Spallek Center for Dental Informatics
2. Comprehensive IT Infrastructure <ul><li>Patient Care </li></ul><ul><li>Education </li></ul><ul><li>Research </li></ul><ul><li>Administration </li></ul>Dental Informatics Strategic Plan
3. <ul><li>For each area </li></ul><ul><li>Current Status </li></ul><ul><li>Plan </li></ul><ul><ul><li>Level 1 </li></ul></ul><ul><ul><li>Level 2 </li></ul></ul><ul><ul><li>Level 3 </li></ul></ul>$$ $$$ $
4. <ul><li>Status </li></ul><ul><li>2000: Installation of QSI* Dental Systems (predoctoral clinics) </li></ul><ul><li>Main areas of a clinical management system: </li></ul><ul><ul><li>Patient demographics & billing area: OK </li></ul></ul><ul><ul><li>Clinical record area: none </li></ul></ul><ul><ul><li>Student progress monitoring & grading area: none </li></ul></ul><ul><li>Installation uses outdated technology: </li></ul><ul><li>CDA requirement 2-24: “Graduates should be competent in the use of information technology resources in contemporary dental practice.” </li></ul><ul><li>*Quality Systems, Inc., Irvine, CA </li></ul>Patient Care
5. <ul><li>Plan </li></ul><ul><li>The paperless school! </li></ul><ul><li>Comprehensive multi-year effort </li></ul><ul><li>Different levels of IT sophistication in the 3 areas of a clinical information system </li></ul>Patient Care
6. <ul><li>Patient Demographics and Billing </li></ul><ul><li>Level 1: </li></ul><ul><li>Keep QSI Dental Systems, but upgrade; or </li></ul><ul><li>Implement new system </li></ul><ul><li>Level 2: </li></ul><ul><li>Integrate our system with the UPMC hospital system </li></ul><ul><li>Share demographic data across healthcare providers (LHII), e.g. medical and medication history </li></ul><ul><li>Optional Patient Portal Layer: </li></ul><ul><li>Electronic scheduling and confirmation for patients </li></ul><ul><li>Complete electronic submission of pre-registration information </li></ul><ul><li>Review of account history and payment by credit card </li></ul>Patient Care
7. <ul><li>Clinical System </li></ul><ul><li>Level 1: </li></ul><ul><li>Complement QSI with QSI's Clinical Product Suite (CPS) </li></ul><ul><li>Limited diagnostic and treatment charting </li></ul><ul><ul><li>1 clinical computer workstation for 6 dental units </li></ul></ul><ul><li>Level 2: </li></ul><ul><li>Chairside computing during patient care </li></ul><ul><li>Clinical findings, treatment plan, progress notes </li></ul><ul><ul><li>1 clinical computer workstation for 1 dental unit </li></ul></ul><ul><li>Level 3: </li></ul><ul><li>More advanced clinical applications, such as imaging </li></ul><ul><li>Semi- or automatic recording of clinical findings </li></ul><ul><ul><li>dental units with integrated computing capabilities </li></ul></ul>Patient Care
8. <ul><li>Clinical System </li></ul><ul><li>Optional CAD/CAM Layer </li></ul><ul><ul><li>1-2 CAD/CAM systems </li></ul></ul><ul><li>Optional Imaging Layer </li></ul><ul><ul><li>Only for levels 2 and 3: </li></ul></ul><ul><ul><li>Digital cameras </li></ul></ul><ul><ul><li>Intra-oral cameras </li></ul></ul><ul><ul><li>Digital radiography </li></ul></ul>Patient Care
9. <ul><li>Radiology: Digital Imaging </li></ul><ul><li>Imaging: </li></ul><ul><li>Transition to digital to be implemented in phases </li></ul><ul><li>Competing technologies: selection based on diagnostic task and imaging volume for each area </li></ul><ul><li>Mostly centralized imaging for QA purposes </li></ul>Patient Care
10. <ul><li>Capture technology to be implemented: </li></ul><ul><li>Radiology: combination of CCD/CMOS and SP (FMS, extra-oral): bulk of imaging Selected PAs/BWs only </li></ul><ul><li>Endodontics: CCD/CMOS – in each graduate cubicle </li></ul><ul><li>Implant clinic, urgent care, all graduate clinics, CCP clinics, pediatric dentistry, anesthesia, AEGD: CCD/CMOS </li></ul>Patient Care Radiology: Digital Imaging
11. <ul><li>Cone Beam CT Unit: </li></ul><ul><li>Implant surgical treatment planning </li></ul><ul><li>TMJ studies, evaluation of osseous pathology </li></ul><ul><li>Endodontic, and apical surgery treatment planning </li></ul><ul><li>Orthodontic treatment planning </li></ul><ul><li>Pre-surgery planning: orthognathic surgery, other corrective (clefts/defect repair/reconstruction) procedures </li></ul><ul><li>Localization of critical anatomy (removal of impacted teeth) OSA, tongue posture & volume, tonsils, mastoid area </li></ul><ul><li>Evaluate nasal septum, turbinates, maxillary sinuses, upper airway </li></ul>Patient Care Radiology: Digital Imaging
12. <ul><li>Phase 1: </li></ul><ul><li>Facilities modification: to continue through phase 4 </li></ul><ul><li>Dedicated maxillofacial cone beam CT unit in radiology; networked with oral surgery </li></ul><ul><li>One digital extra-oral, and intra-oral imaging unit in radiology - for patients referred from OMS </li></ul><ul><li>Students rotated, exposed to technology, and trained </li></ul>Patient Care Radiology: Digital Imaging
13. <ul><li>Phase 2: </li></ul><ul><li>Orthodontics for extra-oral imaging only </li></ul><ul><li>Endodontic graduate clinic area to use intra-oral units </li></ul>Patient Care Radiology: Digital Imaging
14. <ul><li>Phase 3: </li></ul><ul><li>Full implementation of an EPR (Electronic Patient Record) as network ports, viewing stations in each operatory/cubicle </li></ul><ul><li>Other graduate student clinics to be included </li></ul>Patient Care Radiology: Digital Imaging
15. <ul><li>Phase 4: </li></ul><ul><li>Operators school-wide will have been trained in EPR use </li></ul><ul><li>Extensive training of first professional students, all remaining staff, faculty in digital radiology equipment and software </li></ul><ul><li>Most time-consuming and labor-intensive phase </li></ul>Patient Care Radiology: Digital Imaging
16. <ul><li>Students’ Progress and Grading </li></ul><ul><li>Level 1: </li></ul><ul><li>Keep QSI Dental Systems, but augment with a customized version with grading module </li></ul><ul><li>Level 2: </li></ul><ul><li>Only for clinical system levels 2 and 3 </li></ul><ul><li>Students enter completed procedures </li></ul><ul><li>All entries are approved and graded by instructors </li></ul><ul><li>Students accumulate credits and grades toward clinical progression </li></ul>Patient Care
17. <ul><li>Implementation </li></ul>Patient Care
18. <ul><li>Status </li></ul><ul><li>Limited educational technology </li></ul><ul><li>Some syllabi and course materials available through intranet </li></ul><ul><li>CDA requirement 2-10: “…school must have a curriculum management plan to avoid, for instance, unwarranted repetition...” </li></ul>Education
19. <ul><li>Plan </li></ul><ul><li>Level 1: </li></ul><ul><li>Presentation of learning material </li></ul><ul><ul><li>Exploit new intranet </li></ul></ul><ul><li>Electronic curriculum management tool </li></ul><ul><ul><li>Automatic matching between lectures to find repetition and opportunities for integration </li></ul></ul><ul><li>Level 2: </li></ul><ul><li>Development of educational software </li></ul><ul><ul><li>Innovative and effective teaching tools </li></ul></ul>Education
20. <ul><li>Status </li></ul><ul><li>Rapidly growing area </li></ul><ul><li>Use of IT and informatics: often a core review criterion </li></ul><ul><li>Funding for required computing support through individual projects </li></ul><ul><li>Overburdened research staff: grant submission process and post-award administration </li></ul><ul><li>Limited involvement of students </li></ul>Research
21. <ul><li>Clinical Research </li></ul><ul><li>Level 1: </li></ul><ul><li>Integration of research into clinic </li></ul><ul><li>Implementation of a clinical information system </li></ul><ul><li>Researchers query patient data for epidemiology studies, identification of study subjects </li></ul><ul><li>Level 2: </li></ul><ul><li>Integration of the research process into the workflow of the clinical operation </li></ul><ul><li>Upon patient enrollment: alerts about study eligibility </li></ul><ul><li>Facilitate the enforcement of research protocols </li></ul>Research
22. <ul><li>Grant Submissions </li></ul><ul><li>Level 1: </li></ul><ul><li>NIH: electronic grant submission </li></ul><ul><li>Centrally maintained information store for NIH biosketches </li></ul><ul><li>Reduction of overhead for the research staff </li></ul><ul><li>Level 2: </li></ul><ul><li>Easy access to the salary and benefit information </li></ul><ul><li>Efficient development of budget overviews </li></ul><ul><li>Use of intranet to </li></ul><ul><ul><li>Identify researchers with matching research interests </li></ul></ul><ul><ul><li>Facilitate student involvement in faculty research </li></ul></ul>Research
23. <ul><li>Collaborative Research </li></ul><ul><li>Level 1: </li></ul><ul><li>State-of-the-art collaborative work environment, e.g. Groove* </li></ul><ul><li>More research projects: group effort </li></ul><ul><li>Integration into office environment and research-specific workflow </li></ul><ul><li>Facilitates real-time data sharing, common scheduling, seamless project management </li></ul><ul><li>Level 2: </li></ul><ul><li>Site license for collaborative work environment, e.g. Groove University Department Kit </li></ul><ul><li>*Groove Networks, Inc., Beverly, MA </li></ul>Research
24. <ul><li>Post-award Administration </li></ul><ul><li>Level 1: </li></ul><ul><li>Centralized post-award management process </li></ul><ul><li>Deployment of electronic means to manage this process </li></ul>Research
25. <ul><li>Personnel and PR </li></ul><ul><li>Application Development/Database Support: </li></ul><ul><li>Point to existing expertise and resources </li></ul><ul><li>Maintain central personnel and infrastructure resources </li></ul><ul><li>Designate 1 FTE for research projects: 50% funded through school </li></ul><ul><li>Informational/PR Needs: </li></ul><ul><li>Distribution of time-sensitive information </li></ul><ul><li>Research opportunities </li></ul><ul><li>Newly funded awards </li></ul><ul><li>New NIH regulations and policies </li></ul>Research
26. <ul><li>Dental Informatics </li></ul><ul><li>Research Funding: </li></ul><ul><li>Since inception: $777,485 </li></ul><ul><li>Submitted: $3,042,511 </li></ul><ul><li>Plan: </li></ul><ul><li>Maintain leadership in the field </li></ul><ul><li>Add 2 additional faculty positions (1½ financed through soft money) </li></ul><ul><li>Add 1 applied informatician (for clinical information system) </li></ul><ul><li>Add 1 full-time administrative assistant financed through school </li></ul>Research
27. <ul><li>In-class assignment </li></ul>Five members of the Executive Committee (EC) are in favor of implemeting a laptop program in the school, requiring all students to purchase a laptop upon admission. Five other members of the EC are in favor of deploying computer workstations throughout the building instead of requiring students to purchase laptops. Collect 5 strong pro and 5 con arguments for each proposal (total of 20 arguments). Be prepared to defend your arguments!
28. <ul><li>Status </li></ul>Administration <ul><li>Intranet not yet utilized to fulfill its potential </li></ul><ul><li>Web site missing some functionality </li></ul><ul><li>Common problems affecting productivity </li></ul><ul><li>Servers hardware and facility upgrades </li></ul><ul><li>Resolution and response time improved through streamlining IT requests </li></ul><ul><li>No software asset inventory </li></ul>
29. <ul><li>Core Components </li></ul>Administration <ul><li>Software upgrades and maintenance </li></ul><ul><li>Hardware upgrades and new systems </li></ul><ul><li>Server room climate control and status monitoring </li></ul><ul><li>Network ports and security </li></ul><ul><li>Multiple databases and excel documents will continue to be consolidated into database server to eliminate redundant data </li></ul>
30. <ul><li>Productivity Enhancements </li></ul><ul><li>Intranet deployment and development </li></ul><ul><ul><li>Improve current utilization </li></ul></ul><ul><ul><li>Improve the functionality of current features </li></ul></ul><ul><ul><li>Develop new features </li></ul></ul><ul><li>User identification and authentication </li></ul><ul><ul><li>Biometric finger print authentication </li></ul></ul><ul><li>Establish an enterprise-level spyware protection </li></ul>Administration
31. <ul><li>Training </li></ul>Administration <ul><li>Delegate 10% effort of dental informatics faculty to manage a comprehensive training plan </li></ul><ul><li>Identify IT competencies necessary for each job </li></ul><ul><li>Provide qualified trainers, facilities, and courses </li></ul><ul><li>Encourage one-to-one training through a mentoring program </li></ul><ul><li>Utilize University resources </li></ul>
32. <ul><li>Web Site </li></ul>Administration <ul><li>Enhancing the site through improving the look and functionality </li></ul><ul><li>Continuing education online registration </li></ul><ul><ul><li>Online registration integrated with student and course administration </li></ul></ul>
33. <ul><li>Support Infrastructure </li></ul>Administration <ul><li>New administrative/junior technical phone support position that will: </li></ul><ul><ul><li>Provide administrative functions, such as purchasing </li></ul></ul><ul><ul><li>Provide full-time phone service </li></ul></ul><ul><ul><li>Maintain software and hardware asset inventory </li></ul></ul><ul><ul><li>Track the status of purchase and help requests </li></ul></ul><ul><li>Locate IT service to the 3 rd floor of Salk Hall </li></ul><ul><li>Establish regular customer service surveys </li></ul><ul><li>Provide periodic analysis to measure affectivity </li></ul><ul><li>Establish a system for feedback from users </li></ul><ul><li>Continue to utilize the POC group feedback </li></ul>