This document summarizes a module on managing missing data to maintain data quality. It explains how to plan for missing data by defining different types and documenting reasons for missing values. The module teaches how to minimize missing data and develop procedures to record why data is missing. Its learning objectives are for students to understand why missing data should be reduced and how to code the reasons for missing values.
These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101.
This HIBBS presentation provides background on how to assess the value of a medical informatics solution, explains implementation issues with regard to rolling out any type of electronic medical record system, and mentions points that will help ensure the successful implementation of a medical informatics solution.
Learning Objectives:
Assess the value of a medical informatics solution
Be aware of issues associated with the rolling out of any type of electronic medical record system
Explain what is necessary for a successful implementation of a medical informatics solution
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Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
This animation can be used to demonstrate how this sensitive procedure is performed to medical students.
This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing.
There are two items included here:
Gastric lavage Presentation.PPT - presentation that illustrates and explains the procedure with text
Gastric lavage Animation sequence.PPT - Animation which demonstrates how this procedure can be performed
Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101.
This HIBBS presentation provides background on how to assess the value of a medical informatics solution, explains implementation issues with regard to rolling out any type of electronic medical record system, and mentions points that will help ensure the successful implementation of a medical informatics solution.
Learning Objectives:
Assess the value of a medical informatics solution
Be aware of issues associated with the rolling out of any type of electronic medical record system
Explain what is necessary for a successful implementation of a medical informatics solution
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
This animation can be used to demonstrate how this sensitive procedure is performed to medical students.
This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing.
There are two items included here:
Gastric lavage Presentation.PPT - presentation that illustrates and explains the procedure with text
Gastric lavage Animation sequence.PPT - Animation which demonstrates how this procedure can be performed
Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
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NCompass Live - March 6, 2013.
http://nlc.nebraska.gov/ncompasslive/
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Webinar recording available: http://www.instantpresenter.com/eifl/EB57D6888147
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Data Quality: Missing Data detailed specification
1. Detailed Specifications
Data Quality: Missing Data
HIBB TITLE: Data Quality: Missing Data
ABSTRACT: This module describes how missing data can be managed while maintaining data quality. It
explains how to plan for missing data; defines different types of “missingness;” outlines the benefits of
documenting missing data and illustrates how to document missing data; and describes procedures to minimize
missing data.
LEARNING OBJECTIVES: Upon completion of this module, students will be able to explain why data
managers should strive to minimize missing data and develop a plan to record or code why data are missing.
KEYWORDS: data analysis; data coding; data collection; data management; data quality; data set; research;
missingness (Keywords selected by HIBBs staff and listed in alphabetical order)
LICENSE: Creative Commons Attribution Share Alike 3.0 Unported
LANGUAGE: English
CONTENT SUBMITTED BY: REACH-Informatics
AUTHOR(S): Beverly Musick, MS; REACH-Informatics
DATE CONTENT CREATED: May 2010
DATE HIBB CREATED: August 30, 2010
VERSION NUMBER OF HIBB: Version 1.0
DATE HIBB VERSION 1.0 REVISED: Not applicable
FINANCIAL SUPPORT PROVIDED BY: National Institutes of Health, Fogarty International Center;
Rockefeller Foundation
TARGET AUDIENCE: Health care data managers, collectors and analysts
AVAILABLE FORMAT(S)/SIZE OF FILES: Microsoft PowerPoint 97-2003, 283 KB, 8 slides; audio only,
MP3, 12.6 MB; slides with video, MP4, 29.4 MB, 16:51 minutes; smart phone, MP4, 26.8 MB, 16:51 minutes.
TECHNOLOGICAL REQUIREMENTS FOR USERS: MP3 Player application; Smart phone; QuikTime,
DivX, VLC; Microsoft PowerPoint 97-2003
DURATION OF THE MODULE: Video, audio and mobile phone files: 17 minutes each
E-mail: HIBBs@amia.org ♦ WWW.GHIP.NET
2. Detailed Specifications:
Data Quality: Missing Data 2
LEVEL OF CONTENT: Intermediate
PREREQUISITE KNOWLEDGE: Basic understanding of data management and electronic health records
LINKS TO RELATED HIBBs MODULES: Ethics and Integrity in Data Use and Management
SELF-ASSESSMENT: Not available
USE OF HIBB IN TRAINING: Module used in 2-week training delivered by Regional East African Center for
Health Informatics (REACH-Informatics) in Eldoret, Kenya, in May 2010. The Regional East African Centre of
Health Informatics (REACH-Informatics) in Eldoret was established in 2009 with the aim of providing East
Africans with short courses and practicum training to support the development, implementation, maintenance,
evolution and use of EHRs.
FEEDBACK ON USE: Not applicable
ADAPTATION OF HIBB: Not applicable
AUXILIARY MATERIALS: Not available
E-mail: HIBBs@amia.org ♦ WWW.GHIP.NET
