Managing Information Outside1

8/14/2019 Managing Information Outside1

1/29

Interprofessional KnowledgeInterprofessional Knowledge

Building Project 004Building Project 004http://ikit.org/intkbhttp://ikit.org/intkb

Ann RussellAnn Russell

Blake MelnickBlake Melnick

Anne MathesonAnne MathesonChuck CunninghamChuck Cunningham

(in order of presentation)


2/29


3/29

Toronto


4/29

Sustaining Knowledge Building

Communities of Practice through

the Design of Powerful E-Learning Environments

Blake Melnick,2003


5/29

3 Key Goals

1. Ownership/Agency

3. Pervasive Knowledge Building

5. Use of knowledge objects to scaffoldknowledge creation


6/29

1. Agency/Ownership

Supports for:

Individual and group authorship

Shared user configured design spaces

Independent performance learning


7/29

2. Pervasive Knowledge

BuildingSupports for:

Continual improvement of ideas

Extending discourse

Strengthening and expanding community


8/29

3. Objects for advancing

knowledgeSupports for:

Managing information/knowledge resources

Capturing synchronous and asynchronous media

Capturing discourse and information outside the learningenvironment

** Objects should be movable for use in other contexts


9/29

User configured design space


10/29

Performance learning-The EPSS


11/29

Email Repositories


12/29

Email Notification

QuickTime and aTIFF (LZW) decompressor

are needed to see this picture.


13/29

Dynamic Web Reporting


14/29

Lessons Learned

Dont over build if you want to encourageagency and ownership

Plan for extensibility ideas generated in onecontext can be used in another

Distribute the decision making process hierarchical structures discourage opencollaboration.

Changes in the learning environment shouldbe driven by evolving needs of the communityof learners


15/29

Growing acceptance that patients and carersGrowing acceptance that patients and carers

are the experts in how they feel and what itare the experts in how they feel and what itis like to live with or care for someone with ais like to live with or care for someone with a

particular illness or condition.particular illness or condition.

When people can influence decisions thatWhen people can influence decisions thatdirectly influence their lives, their self esteemdirectly influence their lives, their self esteem

and self confidence increases. This in turnand self confidence increases. This in turn

improves health and well being.improves health and well being.

Patients should be involved in the planningPatients should be involved in the planningand development of services that they willand development of services that they will

use.use.

Patient Experts Not an OxymoronPatient Experts Not an Oxymoron

Anne Matheson


16/29

EEducation is an important aspect of patientducation is an important aspect of patientcentered care.centered care.

Patients and the multidisciplinary team,Patients and the multidisciplinary team,

including students, collaborate to advanceincluding students, collaborate to advance

knowledge of illness, diagnosis and careknowledge of illness, diagnosis and care

management.management.

PaPatients are empowered through knowledge,tients are empowered through knowledge,

and physicians and health care providers ofand physicians and health care providers oftomorrow will learn the skills to interact withtomorrow will learn the skills to interact with

patients in health care management.patients in health care management.

Patient/Professional Partnerships:Patient/Professional Partnerships:

Learning from each otherLearning from each other


17/29

Virtual CommunitiesVirtual Communities

The way of the FutureThe way of the Future

Virtual communities for chronically illVirtual communities for chronically ill

patients to support and inform.patients to support and inform.

Caregivers, healthcare professionals canCaregivers, healthcare professionals canparticipate.participate.

Sets the stage for continuous evaluation ofSets the stage for continuous evaluation of

support systems andsupport systems and identifies what isidentifies what is

needed.needed.

Anne Matheson


18/29

PR0TOTYPEPR0TOTYPE

Linkage:McMaster University

Hamilton Health SciencesOISE/UT

Knowledge Forum

Chronically IllPatients,

their caregiversand health

professionals

LUPUS

as the model

Anne Matheson


19/29

Focus

Groups

E-Learning Environment: Knowledge

Forum

Computerized

Survey

Segmentation

ImprovedPatient Care

IterativeIterative Design ModelDesign Model

Thematic

Structure

Content

PCC

Attributes

Methods

Simulations

Importances

Utilities

Patient-

Centred

Care Model

Learning

Objectives &

Processes


20/29

Focus

Groups

E-Learning Environment: Knowledge

Forum

Computerized

Survey

Segmentation

ImprovedPatient Care

IterativeIterative Design ModelDesign Model

Thematic

Structure

Content

PCC

Attributes

Methods

Simulations

Importances

Utilities

Patient-

Centred

Care Model

LearningObjectives &

Processes


21/29

Create Accessible Health Care Settings

Respond Quickly When Help is Needed

Get to Know Me Respect Patient Individuality

Provide Information to Understand Health Concerns & Treatment

Involve Patients in Care Decisions

Provide Technically Competent Care

Communicate with Each Other and Work as a Team

Give me Prompt Feedback Regarding Progress

Teach Skills to Participate in Care & Improve Health

Involve Family or Meaningful Others in Care

Provide an Opportunity to Contribute to Service Evaluation & Improvement

Themes Emerging from Focus GroupsThemes Emerging from Focus Groups


22/29


23/29

0 2 4 6 8 10 12

Communication & Teamwork

Prompt Feedback

Health Education

Competent Care

Health Skills

Prompt Care

Continuity

Personal Respectful

Family Participation

Ext Access

Warm Reception

Participate in Decisions

Int Access

Give Feedback

Computing Importance Scores:

Relative Importance of Different Dimensions of

Patient-Centred Care

Importance Scores


24/29

-76.4

4.6

16.6

55.1

-80

-60

-40

-20

020

40

60

80

UtilityVa

lue

Don't Learn If I ask

Phamphlets

If I ask Staff

Tell

Staff Make

Sure

Computing Utility Values: Knowledge toComputing Utility Values: Knowledge to

Understand My Health ConcernsUnderstand My Health Concerns


25/29

Accessibility More Important to Immigrant Families

Outpatients More Participation in Decisions

Segmenting Patient PreferencesSegmenting Patient Preferences


26/29

25.7

74.27

0

20

40

60

80

100

Preference

Shares

Standard Improved Patient

Education

Simulating Improvements in Patient-

Centred Care: Making Sure Patients

Understand their Health Concerns


27/29

9.7

90.3

0

20

40

60

80

100

Preference

Sha

res

Standard Improved

Education and

Skills

Simulating Improvements in Patient-CentredSimulating Improvements in Patient-Centred

Care: Improving Patient Education andCare: Improving Patient Education and

Health Skill BuildingHealth Skill Building


28/29

Cost Effective Way of Involving Patients in Service Planning

Understand What is Most Important to Patients

Model the Preferences of Diverse Patient Segments

Simulate Preferences for Complex Service Options

Accelerate Successful Health Service Redesign

Combining E-LearningCombining E-Learning

& Market Research Methods& Market Research Methods


29/29

Thank youThank you

Further information Patient Centred Care ProjectFurther information Patient Centred Care Project

http://ikit.org/intkbhttp://ikit.org/intkb

What Patients Want Anne MathesonWhat Patients Want Anne Mathesonhttp://ikit.org/SummerInstitute2003/posters/matheson.html
http://ikit.org/SummerInstitute2003/posters/matheson.htmlhttp://ikit.org/SummerInstitute2003/posters/matheson.html

Managing Information Outside1

Documents

Transcript of Managing Information Outside1