9:15 a.m. – 10:15 a.m.
A. Murcko, Arizona State University/Mayo Clinic; J. Kwamboka, Arizona State University
Arizona State University (ASU) launched the first undergraduate biomedical informatics (BMI) program in the US in 2014. Introduction to Clinical Informatics is a BMI program anchor course recognized as a “core advantage” requirement for all students in the College of Health Solutions. This panel features the course director, instructor and graduate student team that scaled this offering to reach over 1,000 students in the past 2 years. The team will share their experience designing, teaching, and innovating this now-mandatory introductory informatics course in-person and online as well as its impact on the BMI program.
10:45 a.m. – 11:45 a.m.
A. Krussel, M. Vana, M. Tobias, M. Kaushal, A. Gupta, M. Ndonwi, X. Huang, Washington University in St. Louis
Biomedical researchers increasingly need basic programming skills and access to shared computing resources to conduct their research. In response to this evolving research environment, Becker Medical Library, the Center for High Performance Computing, and the Institute for Informatics (I2) at Washington University in St. Louis have formed a partnership to develop and offer a series of introductory research computing workshops. The workshops are aimed at researchers new to programming and cluster computing to help reduce barriers and increase accessibility, and they are designed to serve as an introduction to research computing basics and prepare participants for ongoing learning. The workshops cover a variety of topics including, basic UNIX, text editors, shell scripts, batch scripts, basic data analysis and visualization in R and Python, introductory genomic data analysis with R/Bioconductor, and MATLAB. Demand for the introductory research computing workshops has been very high –with attendees (including graduate students, postdocs, research staff, and faculty members) suggesting that there is a significant need for education and support in this area on campus. The panelists will discuss their collaboration process, successes and challenges, workshop feedback, and future plans.
2:15 p.m. – 3:15 p.m.
D. Schwartz, Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, SUNY; S. McGrath, University of Nebraska at Omaha; K. Monsen, University of Minnesota; B. Dixon, Indiana University Fairbanks School of Public Health/Regenstrief Institute/Department of Veterans Affairs
Public Health Informatics has taken on new importance in recent years as global health faces a number of challenges including environmental disasters, emerging infectious diseases (such as Zika and Ebola viruses), the return to prominence of the Influenza virus, and the opioid epidemic – among others. Understanding the relationship between climate change and the health of populations adds further complexity to global health issues. As biomedical informatics educators, we are challenged to provide learners at all levels – undergraduate and graduate students, trainees in the health care professions, and post-graduate fellows – with relevant, interesting, and meaningful educational experiences in working with and learning from the many data sources that comprise the domain of public health informatics. The panel of expert instructors, while drawn from different institutions, all share a common commitment to creating innovative teaching methods and techniques. The panelists will share new perspectives and best practices for educating the host of different learners that we as public health informaticians and educators encounter. More than traditional (sometimes static) presentations – we will seek to engage attendees in a dialogue designed to stimulate and prompt new approaches to teaching and learning in public health informatics.
8:00 a.m. – 9:00 a.m.
B. Dixon, Indiana University Fairbanks School of Public Health/Regenstrief Institute/Department of Veterans Affairs; S. Lourens, Indiana University Fairbanks School of Public Health; H. Kharrazi, H. Lehmann, Johns Hopkins University; S. Fenton, UT School of Biomedical Informatics at Houston
There exists broad interest in data science, especially in health care, where many learners seek to unlock the value within Big Data repositories – including electronic health records. The domain of public health, which seeks to improve the health and well-being of populations, is no different. Many learners in this domain seek to understand data science and its applications to the field of public health. Given this interest, informatics programs are enhancing their curricula to incorporate data science competencies. In this panel, faculty from three different institutions will share how they are working to incorporate data science into population health focused programs.
10:45 a.m. – 11:45 a.m.
Q. Zeng, George Washington University; J. Ushe, L. Evans, TC Williams High School/George Washington University; L. Zanin, George Washington University
Dr. Linda Zanin and Dr. Qing Zeng from the George Washington University (GWU) School of Medicine and Health Sciences, along with Jennifer Ushe and Laura Evans, educators at TC Williams High School in Alexandria, Virginia, will speak to the lessons learned from an educational collaboration. The collaboration between GWU and TC Williams began as a year-long biomedical informatics project between the GWU Biomedical Informatics Center and Mrs. Ushe’s biotechnology class. Through developing a public-private partnership, we are able to create unique opportunities for both students and teachers. This panel will discuss the development of this partnership and will provide tools for creating and maintaining successful collaboration between secondary and collegiate programs and how this partnership has evolved into a health sciences academy. The academy provides students with unique opportunities to earn college credits and skills needed to further their education or enter the workforce. Additionally, the panel will showcase the need to expose students to careers in health and medical sciences, specifically those of critical need, during their formative years. Most importantly, the panel aims at triggering more discussion on the role of an interdisciplinary approach in secondary education and its impact on both students and teachers.