Promoting Research by Standardization of Caries Risk Assessment

I just returned from the annual COHRI Winter Meeting which was held in Vancouver, Canada. During the meeting, I had a chance to talk to Dr. Joel White, Professor in the Division of Biomaterials and Bioengineering, Division of General Dentistry, Department of Preventive and Restorative Dental Sciences, School of Dentistry University of California, San Francisco about his leading role in COHRI’s CAMBRA workgroup which currently includes 57 members. The CAMBRA group was formed to standardize the caries risk assessment form in an electronic health record across dental institutions. His group also has developed a COHRI CRA Short form, which includes 6 questions to determine caries risk. This COHRI CRA Short form includes clinical decision support and automatically calculates caries risk based on the answers to the 6 questions.

Please watch the interview:

If you are interested in the fully operational electronic patient record form, just send me an e-mail to Joel at whi...@dentistry.ucsf.edu and he can have the COHRI CRA and COHRI Short Form loaded on your school’s test/train/live axiUm server.

CU
Heiko
Associate Dean, Office of Faculty Development and Information Management
Associate Professor, Dental Public Health, Center for Dental Informatics
School of Dental Medicine, University of Pittsburgh
http://researchgateway.ctsi.pitt.edu/dvprofiles/hspallek

Promoting Research Using Diagnostic Codes

During the annual COHRI Winter Meeting which was held in Vancouver, Canada, I had a chance to talk to Dr. Elsbeth Kalenderian, Chair, Oral Health Policy and Epidemiology, Chief of Quality, Harvard Dental Center, Harvard School of Dental Medicine about her role in the development and implementation of the EZCodes dental diagnostic terminology. The EZCodes Dental Diagnostic Terminology was developed in 2009 by a diagnostic terminology research workgroup led by Dr. Kalenderian. Catalyzed by the Consortium for Oral Health Research and Informatics, the EZCodes Terminology has been adopted by 15 dental schools and numerous nonacademic institutions in the US and Europe, creating diagnostic centric care for over 2 million patient visits per year. The EZCodes have been mapped to the CDT and SNOMED terminologies. Recently, the group was just awarded ADA Gies Award “Collaborative pilot study of the impact of the use of the EZCodes dental diagnostic terminology in treatment planning on critical thinking skills of dental students as measured by the Health Science Reasoning Test.” The purpose of this project is to investigate whether or not the introduction and use of the dental diagnostic terminology (EZCodes) in treatment planning per the electronic health record (axiUm) can positively impact dental students’ critical thinking skills. This is a collaborative effort between the Medical University of South Carolina, Harvard and UT Houston.

Please watch the interview:

If you are interested in learning more about the EZCodes just contact Dr. Elsbeth Kalenderian at Harvard School of Dental Medicine.

CU
Heiko
Associate Dean, Office of Faculty Development and Information Management
Associate Professor, Dental Public Health, Center for Dental Informatics
School of Dental Medicine, University of Pittsburgh
http://researchgateway.ctsi.pitt.edu/dvprofiles/hspallek

Learning how to be a Chief Information Officer (CIO) in dentistry: A new online course

Just in time for the holidays, I decided to write what will be my last blog post for the year. In late January/early February, we plan to release an online continuing dental education course on information technology in dentistry. It essentially teaches you how to be the “Chief Information Officer” in a dental care delivery setting.

The course is formally titled Introduction to Health Information Technology in Dentistry and the product of two years of work by the Center for Dental Informatics. Here are the short stats:

  • designed as a full-semester, 3-credit graduate course
  • 15 sessions, each of which takes about 3 hours to complete
  • expected to award about 50-60 continuing dental education credits
  • priced at prevailing rates

So, why are we offering this course? Successfully implementing and using health information technology (HIT) requires more than just knowledge about technology. It is, essentially, a complex, socio-technical challenge. Therefore, the course delivers solid technical knowledge about informatics, as well as leadership and management skills. The course is not designed to make participants into experts in everything “technology.” Rather, it delivers a strong technology- and management-focused package to help them succeed at implementing electronic dental records (EDR) and other technologies.

The course has two main objectives. It will participants:

  1. use information systems for managing dental data and supporting clinical decision making in the context of the dental care and office workflow; and
  2. plan, evaluate technology for, administer and manage information technology implementations in dentistry.

Our premise for the course is that participants are not simply interested in becoming consumers of a fully implemented information system, but intend to acquire a deeper background for the “why” and “how” of HIT implementation in dentistry. By doing so, they will become “educated consumers” of HIT and will be able to optimize how HIT contributes to achieving their goals. Successful completion of the course will make participants competent to lead and/or substantially contribute to applying HIT to dentistry successfully in a variety of clinical care settings.

The course modules include (subject to finalization): Course introduction and overview; Dental care workflow and analysis; Overview of electronic dental records; Dental data and their representation; Controlled vocabularies, terminologies and ontologies; User-centered design methods for EDRs; Practical information design; Supporting clinical decision making with computers; Failures in Health Information Technology (HIT); Planning and implementing IT in dental practice; Requirements analysis and technology evaluation; Managing HR for IT; Introduction to hardware and software; Privacy, confidentiality and security; and a Course review session.

So, who is the course targeted at? Three main audiences:

  1. Dentists: Dental personnel will benefit from the course through a comprehensive overview of health information technology use and implementation in dental practice. A key focus of the course is how information technology can help improve patient care and support the clinical activities of the dental team. As leaders of the dental team, dentists will gain a particular understanding of how the office workflow relates to requirements for IT systems, and how to best plan and select products for, as well as manage, implementation.
  2. Dental auxiliary personnel: Auxiliary personnel often play a key role in the success of HIT systems because they are the most frequent users. Dental hygienists and assistants will mostly benefit from an understanding of system functions and usability in light of the daily use of IT applications.
  3. Non-dentists, such as information technology support personnel and consultants: Non-dental personnel will gain a basic understanding of how dental offices work and how IT can be used to support its operations.

Did this description get you mildly interested? If so, check out our marketing video:

Last but not least, you probably want to know who is teaching the course:

  • Titus Schleyer, DMD, PhD, Assoc. Professor and Director, Center for Dental Informatics
  • Thankam P. Thyvalikakath, DMD, PhD, Assistant Professor, Center for Dental Informatics
  • Heiko Spallek, DMD, PhD, MSBA, Associate Professor, Dental Public Health, Center for Dental Informatics
  • Richard A. Oldham, DDS, Graduate Student, Department of Biomedical Informatics
  • Corey Stein, BSc, Graduate Student, Department of Biomedical Informatics

There are a limited number of slots available in the course. If you’re interested, please e-mail me at tit...@pitt.edu.

With my best wishes for Happy Holidays!

Titus

P.S. This course is not an in-depth tutorial on the functions of particular practice management or EDR systems. Rather, it uses practical examples from these systems to highlight important theoretical concepts relevant to health information technology in dentistry.

– Titus Schleyer, DMD, PhD

Assoc. Professor and Director, Center for Dental Informatics

http://www.dentalinformatics.com/members/Titus+Schleyer

Reflections on MOOCs

I just just completed my first MOOC (massive open online course) “Introduction to Infographics and Data Visualization” where I have learned new techniques for visualizations. As one interested in learning technologies, this experience was not only about gathering new knowledge about infographics, but also about how one handles 2,000 students in an online course.

In this blog, I would like to share some of my personal observations and thoughts about MOOCs and post some questions for discussion:

  • How will this trend influence the students who will enter our dental schools (At Berkeley, one of our students reported, undergrads are encouraged to stay home and watch the lectures instead of going to class)?
  • Is there an opportunity for dental educators to move some of the preclinical classes to an online delivery mode (especially when you lack the basic science faculty to teach them)?
  • Can information about student behavior collected during online classes support research in the realm of Scholarship of Teaching and Learning?
  • Does any of you have any experience with courses delivered through Udacity, Coursera or edX?

My first observation has to do with motivation: You have to be a self-motivated, self-disciplined individual to finish a MOOC. There is very little external pressure to go on, especially peer pressure is low in an online environment. We all have experienced that online communication works best when you interact with people whom you have previously met face to face. Well, I did not know any of my 2,000 peers.

One way to reduce the dropout rate is to engage students which brings me to my second observation which I made during the course participation. The course director, Alberto Cairo who teaches Information Graphics and Visualization at the School of Communication at the University of Miami, made great efforts to keep us, online students, attentive and motivated. He used many techniques of peer review and peer rating of project (not grading!) to facilitate this process. In essence, each assignment included a mandatory part of posting at least two comments. In addition, he gave us the freedom to do whatever we want for our final project instead of a very prescribed assignments. He had us choose a topic, gather the appropriate information, and present the idea of how to show that information in graphic form. The first part of the assignment was to do sketches and write a short description outlining our goals and then share them in the discussion forums to get feedback from peers. We were also supposed to comment on other people’s proposals. Then, we had two weeks to produce our infographic and post it—again the assignment included to comment on the projects of our peers. While I did not check out all submissions, from the ones I reviewed, I can say that many students picked a topic which was either related to their daytime job or otherwise close to their heart. So, they were not only interested in the visualization techniques, but also felt passionate about the topic—I believe that made a difference.

Nicholas Carr, the author of The Shallows: What the Internet Is Doing to Our Brains (http://amzn.to/rD635C), published an interesting piece about MOOCs in Technology Review addressing, among other aspects, the dropout issue (see this and other links at the end). The article explores historical analogies, like the correspondence courses of the 1920ies, and talks about newer concepts, like the flipping of the classroom Khan Academy style. In general, the discussion centers around the efficiencies of MOOCs versus the lack of meaningful interactions between students and teachers resulting in high dropout rates. “Scholars who are skeptical of MOOCs warn that the essence of a college education lies in the subtle interplay between students and teachers that cannot be simulated by machines, no matter how sophisticated the programming.”

Yes, I will get a certificate, but “no formal course credit of any kind is associated with the certificate.” This brings me to my next observation, the question of proctoring technologies in these MOOCs. I do not have to elaborate on the issue of cheating in an environment where everyone is alone in front of a computer. I do think that both remote and face-to-face proctoring business is going to grow because of these new course modalities. Technology Review recently featured an article about upcoming technologies in that area: “In Online Exams, Big Brother Will Be Watching. How can you tell if an online student has done the work? That’s where webcam proctoring comes in.”
I have chronicled my journey during this MOOC experience in my blog if you are interested to learn more:

Let me conclude with a quote by Nicholas Carr: “Whether massive open courses live up to their hype or not, they will force college administrators and professors to reconsider many of their assumptions about the form and meaning of teaching. For better or worse, the Net’s disruptive forces have arrived at the gates of academia.”

MOOC Resources
NYT article about MOOCs: http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
Nicholas Carr: http://www.technologyreview.com/featured-story/429376/the-crisis-in-higher-education/
Coursera: https://www.coursera.org/
Udacity: http://www.udacity.com/
edX: https://www.edx.org/
The Big Three, at a Glance: http://www.nytimes.com/2012/11/04/education/edlife/the-big-three-mooc-providers.html
In Online Exams, Big Brother Will Be Watching: http://www.technologyreview.com/news/506346/in-online-exams-big-brother-will-be-watching/
Wikipedia: http://en.wikipedia.org/wiki/Massive_open_online_course

CU
Heiko
Associate Dean, Office of Faculty Development and Information Management
Associate Professor, Dental Public Health, Center for Dental Informatics
School of Dental Medicine, University of Pittsburgh
http://researchgateway.ctsi.pitt.edu/dvprofiles/hspallek

Does dentistry really need more than one diagnostic vocabulary?

In case you had to guess, the answer is “no.” Recently, DrBicuspid.com ran a story about the EZCode system and SNODENT titled “Diagnostic dental codes: Are we there yet?” Unfortunately, the answer to that question is also “no.”

The emergence of not one, but two, dental diagnostic vocabularies is troubling. First we have essentially none, then suddenly two. This reminds me of a recent quote by Doug Fridsma, the Director of the Office of Standards and Interoperability in the Office of the National Coordinator for Health IT. At an AMIA 2012 Annual Symposium panel discussion, he remarked: “Standards are like toothbrushes. Everyone has one, but nobody wants to use someone else’s.” I appreciated the dental analogy, but duplicate standards are no laughing matter. Dentistry is currently wasting a huge opportunity to create a novel, forward-looking approach to representing dental diagnoses. Unfortunately, we seem to be stuck somewhere between the Stone Age and the 19th century.

To understand why, we need to look back a few years. The ADA started working on the first incarnation of SNODENT, its diagnostic vocabulary, sometime in the 90s. The project took a while and SNODENT was supposed to be released in January 2000 (see “SNODENT to provide inclusive means of transmitting dental information,” ADA News, 30:9; 5/3/1999 [unfortunately, not available online]). When the ADA News asked then ADA President Dr. Tim Rose: “Will you be using SNODENT in your office?” he confidently answered: “I sure will.” Fast-forward to 2012: Yes, we are still waiting for SNODENT, now going into its second incarnation. (Actually,can you be reincarnated when you have never been born? Sounds like a Zen koan.)

In part, the EZCodes diagnostic vocabulary, a project of Harvard University School of Dental Medicine‘s Dr. Elsbeth Kalenderian, emerged as a reaction to this “Waiting for Godot” scenario. Normally, few people would care about competing dental diagnostic vocabularies, were it not for two important factors. One is the HITECH Act. Sometime in the future, the Department of Health and Human Services will anoint one dental diagnostic vocabulary as “the” standard for interoperability of diagnostic information in dentistry. The second is that the ADA is realizing quite a bit of non-dues revenue from licensing the CDT. (According to a recent conversation with an ADA staffer, a CDT license is about $11/year per customer of an electronic practice management system and $1,000/year per institutional site license. With over 90% of all dentists using a computer in their office, you can do the math.) So, it stands to reason that licensing a diagnostic vocabulary similarly might generate another nice chunk of cash for the ADA every year. As a result, Harvard and the ADA have been at war over their respective diagnostic vocabularies for quite some time. (Of course, if you only have the slightest inkling about the organizational psychology of both entities, you know this had to end up in a mudwrestling match. But, that is another story.)

So, what about the comparative merits of SNODENT and EZCodes? The DrBiscuspid article provides some basic information: SNODENT has about 7,000 terms, EZCodes about 1,300. EZCodes was developed by a working group of the Consortium for Oral Health Research and Informatics, mainly by merging several existing dental diagnostic vocabularies. SNODENT was developed through a somewhat opaque process that, to my knowledge, was never really published. Both vocabularies are currently free for researchers after signing a licensing agreement.

So, how well do these codes work? According to the DrBicuspid article, the EZCodes are currently being piloted in 17 dental schools and institutions located in the U.S. and Europe. There is a 2011 paper on the evaluation of the Z Codes, a major component of the EZCodes. SNODENT is rumored to be evaluated in a few dental schools, but a search for “SNODENT” in PubMed today only turned up the same three papers that have been there since 2006. The only other reference to a comparison between the two vocabularies alleges that “the ADA sees EZCodes as an ‘interface terminology’ useful for capturing health problems but not as a replacement for SNODENT in storing information in EHRs.”

So, what should we make of all of this? I fear that neither effort at developing a dental diagnostic vocabulary will produce a very satisfying result in the long term, unless some radical changes are made. Even worse, the tug-of-war and duplicate work consumes precious resources that dentistry, as a profession, can ill afford to waste. Here are a few relevant observations:

  • The world is, in general, moving away from top-down, bureaucratic approaches to developing and implementing standards. Why? Because they don’t work. The healthcare landscape is littered with ailing, moribund or just plain dead standardization efforts that consumed a lot of time and energy, and are essentially not used in practice. The more promising approaches are smaller, nimbler and less bureaucratic, and engage the  communities who care about and use the product from the very beginning.
  • Dentistry has a very successful and broadly used coding system, the Current Dental Terminology (CDT). The CDT has about 710 codes. Clinicians know most of the ones they use frequently by heart. Clearly, knowing codes by heart gets harder the larger a code set is – difficult with 1,300 codes and fairly impossible with 7,000. However, that is not an unsolvable problem. The entry interface for the codes in the electronic patient record simply must be smart enough to make choosing the right code easy for the user. This is a significant, but solvable, human-computer interaction design challenge.
  • Speaking of design: One adage in the design community is “fail early, fail often.” Bringing something as complex as a new diagnostic vocabulary online rarely works with a big-bang approach. It makes much more sense to focus on smaller pieces of the puzzle, get the bugs out, and then move on to developing the next bigger increment. (One clue for this is hidden in the Z Codes evaluation paper cited above: Over a period of one year, UCSF used only 93 [63%] of 147 Z codes.) Unfortunately, developing a dental diagnostic vocabulary in an incremental, iterative approach would require a level of collaboration, shared vision and coordination between dentists, informaticians, vocabulary and terminology specialists, and the dental IT industry, that is unlikely to materialize.
  • Coming back to the statement above that “the ADA sees EZCodes as an ‘interface terminology’ useful for capturing health problems but not as a replacement for SNODENT in storing information in EHRs,” we need to clear up a misunderstanding.  Separating work on various aspects of a vocabulary makes no sense. As Kent Spackman states in an authoritative paper on terminologies, ideally, interface and other terminologies should be derived from a common reference terminology because this “may allow different terminological efforts to focus on separate parts of the problem and to cooperate in solving the overall problem.” Given what we are witnessing, wishful thinking indeed!
  • Unfortunately, both vocabulary development efforts decided to stick with outdated models of representing classifications and terminologies. Over the long term, those approaches will be about as efficient and effective as the horse and buggy are for transportation today. The formalism for representing “things” for the foreseeable future are “ontologies,” which even JADA discovered in a 2010 editorial. For a number of reasons, ontologies are way more powerful for representing diagnoses, treatments and other concepts in healthcare than traditional approaches. (One thing they do very elegantly is to combine the terminology, information and inferencing models described by A. Rector in The interface between information, terminology, and inference models.) So, at this point, ontologies are the way to go in architecting vocabularies. The good thing is that you can largely reuse the work spent on creating vocabularies when you build ontologies, so not all past effort is wasted.
  • Developing and maintaining large vocabularies requires a lot of time and money. Very few organizations have the wherewithal to support this process. Here, again, we can take a lesson from the ontology world. Many ontologies are developed in a completely open process by their community of users. While development still must be organized and regulated, costs and effort are spread over a much larger number of individuals, groups and institutions. This has two benefits: (1) everyone who needs the ontology uses it and (2) no one has to ask how much it costs. One example: the Gene Ontology, one of the most successful ontologies ever created.

So, what will the future hold for dental diagnostic vocabularies? Given the current path, most likely mediocrity, tension, conflict, widespread dissatisfaction and little benefit. Not a pretty picture.

Best

Titus

– Titus Schleyer, DMD, PhD

Assoc. Professor and Director, Center for Dental Informatics

http://www.dentalinformatics.com/members/Titus+Schleyer

P.S. In case you have not heard, an important pioneer of medical informatics, Dr. Homer Warner, passed away recently. Learn more about him in this obituary and video.

Henry Schein buys Exan Group … and what that means for the dental software industry

Some of you may have noticed the recent press release about Henry Schein acquiring a majority interest in the Exan Group. Exan develops and markets axiUm, the practice management and electronic dental record system in use at about 45 dental schools in the US. Henry Schein, on the other hand, owns Dentrix, with about 40% of the market the leader in the same product space, mainly in private practice. Henry Schein is no stranger to acquisitions, having grown its software and technology portfolio over the years essentially by buying other companies. Acquiring Dentrix in 1997 proved a particularly strategic move. Over the years, Dentrix has become one of the crown jewels in the Henry Schein holdings. Exan was started about 25 years ago and has business segments in dental schools, large group practices, private practice, and hygiene schools and programs. Over the past 15 years, it has grown into the dominant vendor of electronic dental record software (EDR) for dental schools.

I was not aware of this impending partnership, but it is nevertheless interesting to think about how it could affect the dental software industry, specifically the segment focused on dental schools:

  • With the purchase of Exan, Schein “owns” the dental school market overnight. While there are some other software offerings suitable for and in use in some dental schools, the barrier to entry in the dental school market has always been very high. Now, it is higher. The number of customers in the US is simply not large enough to realize superior returns, unless you are close to a monopoly position. From a business perspective, Exan is now even more entrenched in that market than before.
  • Exan’s enterprise product portfolio, including axiUm, complements Dentrix’s enterprise offerings quite well. Over the last decade or so, Dentrix has significantly strengthened its software offerings for large dental care settings. Having “a leg” in the dental school market rounds out Dentrix’s presence in that space (large group practices and the Indian Health Service being some other examples). Clearly, Schein sees potential for growth, both in the US as well as internationally.
  • In terms of product innovation, I am hoping that some of the more recent improvements in usability, software architecture and other aspects in Dentrix products carry over to the Exan product line. In talking to axiUm users both at our dental school as well as across the country, it is obvious that usability is not one of the application’s strong suits. My weekly experience in using the product with students routinely exposes usability and workflow design flaws, both minor and major. Dentrix, on the other hand, has made an effort in improving usability across the board in recent years, which will be especially evident in upcoming products.
  • I’m hoping that positive changes in software engineering and change management will follow. axiUm is largely a robust product, but it is also very complex. In consequence, implementing even minor version upgrades is no trivial undertaking. I cannot tell you how many times database changes in axiUm that were either poorly or not at all documented broke existing functionality, especially reports, at our school. Other schools are no exception.
  • One very positive result of this partnership should be increasing clout for dentistry with respect to the HITECH Act and Meaningful Use regulations. As many of you know, dentistry and many other healthcare providers were not really written into the original HITECH legislation. However, both Schein and axiUm have Meaningful Use-certified products which are now being implemented according to the CMS’s EHR Incentive Program. This will enable dental schools as well as other dental care providers to participate in the Medicare/Medicaid incentives for electronic health record adoption. This should make dentistry more a player in how electronic health records are used in general in the future.
  • I also see some potential for informatics innovation diffusing from dental schools to Dentrix. Quite a few dental schools, many of them part of the Consortium for Oral Health Research and Informatics, are experimenting with diagnostic codes, standardized medical history forms, risk assessment and quality assurance. These are welcome developments since they are focused on how we can use electronic data to improve oral health, not on how we document care so we can bill and don’t get sued. In talking to Pam Reece, the Director of Enterprise and Specialty Solutions at Schein, the other day, I learned that the company is working on a caries risk assessment module for Dentrix Enterprise. If so, it might be a great opportunity may be to translate some of the academic advancements in this domain to broader practice.
  • I am not quite sure how this move will affect the growing call for integrating medical and dental data, which my colleagues made so eloquently in their new book. (Rumor has it that a second edition of this book is in preparation.) Clearly, there is a strong move in the country towards interoperability of health records, health information exchanges, and looking at care in a more holistic fashion than we have done to date. It would be interesting to see what Schein’s/Exan’s plans are for connecting to the electronic medical record industry at large.
  • Last, I have always wished for a closer connection between the EDR systems that dental students use in school and what they will encounter in practice. Well, it looks like I got my wish! Time will tell how Schein leverages its new position in dental schools with regard to marketing to graduates.

I’m going to stop here since this blog post has been going on for too long already ;-) . I’d be interested in hearing your thoughts on this new development.

Best!

Titus

P.S. Disclosure: I don’t have any formal or contractual relationship with either company mentioned in this blog post.

– Titus Schleyer, DMD, PhD

Assoc. Professor and Director, Center for Dental Informatics

http://www.dentalinformatics.com/members/Titus+Schleyer

 

 

Integrating the old and new worlds: The example of the dental recall postcard

Integration of software, hardware and services is an important aspect of health information technology, as well as technology in general. When things are not well integrated, we notice: the automated blood pressure meter which doesn’t transmit its readings to the electronic health record; the DiagnoDent value that we have to write in the progress notes because there are no fields for it in the electronic dental record; or, the intraoral camera that does not automatically switch the imaging program to “capture” when we taken it out of the delivery tray. All these breaks in integration make us notice (and get annoyed about) technology. Technology gets in the way of us getting real work done. We wrote about some of these and other integration issues in a 2004 article in a JADA supplement. (Not to burst your bubble beforehand, but not much has changed since then.)

This situation is all the more reason to notice (and appreciate) instances of integration done well. I came across such an instance during a presentation about Dentrix’s eServices product suite the other day. It is not quite clear to me what exactly Dentrix eServices are. Dentrix’s Website on this is full of marketing-speak and thus less than useful. The gist of it seems to be anything where information gets sent around to process transactions (like appointment reminders and patient payments).

The great example of well-done integration came in the form of a postcard to remind a patient about an upcoming appointment.

Okay, so the front of the card is less than overwhelming. The interesting story is on the back.

The back of the card displays a two-dimensional barcode, also called a Quick Retrieval (QR) code, on the right-hand side. For those of you using smartphones, not a big deal. The great thing, though, is what happens when you scan the QR code: It brings up a window on your smartphone that lets you confirm your dental appointment right then and there. If I remember correctly, it also puts it on your calendar for good measure. (I was trying to get a slide with a picture of the app from Dentrix, but so far no luck.) If you don’t have a smartphone, you can use the Web address on the card to do the same thing on your computer.

The nice thing about this example of integration is how easy it bridges the hardcopy with the electronic world. Scan the card with your smart phone, push a few buttons and you can move on with your life – while not forgetting your dental appointment down the road. Wouldn’t it be great if technology worked this smoothly all the time?

All the best!

Titus

– Titus Schleyer, DMD, PhD

Assoc. Professor and Director, Center for Dental Informatics

http://www.dentalinformatics.com/members/Titus+Schleyer

 

A new OHSU training program: NIDCR-Supported Informatics Fellowship

The Oregon Health & Science University (OHSU) Department of Medical Informatics and Clinical Epidemiology and School of Dentistry are pleased to announce fully funded training grants for individuals interested in pursuing oral health, dental, and/or craniofacial related informatics research.

  • Supported by a National Institute of Dental and Craniofacial Research (NIDCR) Training Grant
  • Training programs for those with clinical or research backgrounds
    • Post-Doctoral Fellowship with Master’s degree
    • Pre-Doctoral training leading to  PhD
    • A new addition to a well-established OHSU Biomedical Informatics training program funded by the National Library of  Medicine (NLM)

This program provides a structured research experience with the option of course work and/or pursuit of a degree. Our goal is to prepare the fellow/ trainee to enter the academic community and become an independent researcher, or to take leadership positions in the growing number academic and/or commercial efforts in oral health informatics. Start dates include Fall 2012, Winter 2013, or Fall 2013.

For admissions information contact:

Lauren Ludwig

ludw...@ohsu.edu

503-494-2252

 

Report from the COHRI Summer Meeting

Hi everyone,
I would like to report about the recent COHRI Summer Meeting that was held in Boston this year—co-hosted by the Tufts University School of Dental Medicine and the Harvard School of Dental Medicine.
Informational Brochure: http://dental.tufts.edu/wp-content/uploads/ce_cohri_brochure.pdf
COHRI’s site: http://cohri.org/

The Consortium for Oral Health Research & Informatics (COHRI) will:
•     Create, standardize and integrate data using electronic health records.
•     Cooperate with other health related institutions to share data.
•     Improve informatics utilization in dental education, health care, and research.
•     Work together as a consortium to develop research projects to promote evidence based dentistry.
•     Define and facilitate the implementation of best practices and standards of care.

One of COHRI’s projects is the Dental Data Repository (DDR) which houses 1.1 million patient records–pooled from four dental schools (limited dataset, de-identified for HIPAA reasons) using I2b2. The DDR can accept and integrate data from disparate dental data sources, and allow end users to explore and extract information to support their specific research or decision making needs. For instance, researchers can query the data on the Website and ask questions like: give me all females with caries risk “high,” give me the race distribution for the result set. The results will be instantly display on Website (in numbers only). After obtaining the appropriate IRB approval and approval by the COHRI Project Review Committee one can get the full data set in structured format. Please contact Dr. Muhammad F Walji for more information: Muhammad.F.Walji@uth.tmc.edu

I had the privilege to chair this year’s COHRI Education Steering Committee meeting. Our group established consensus that there needs to be more focus on ways to improve the learning outcomes of our students with the help of the EHR. As it stands now, we are somewhat limited in our approach as we facilitate education by keeping track of grades and credits for procedures. For instance, we asked how we efficiently could drill down into our treatment outcomes data and find out what students struggle with most; or how do we promote teaching beyond what we could previously do with paper records?

Our vision for technology-based clinical teaching is using existing technology to improve clinical teaching by applying methods that have been proven successful in the education sciences, like the use of scaffolding techniques for students and clinical instructors. The group felt that the time is ripe for some enhanced approaches since many schools have completed the EHR setup and solved the important clinical and financial feature implementation concerns.

The Education Steering Committee will focus on:

1. E-portfolios
The group felt that e-portfolios would not only serve to help students see what they have accomplished, but also improve their chances when applying for residencies as the National Boards will convert pass/fail eliminating their use for applicant screening. Contact me if you are interested in contributing: hspallek@pitt.edu

2. Virtual Case Exchange
One of the questions raised was how do we manage to share interesting cases across students, faculty and residents inside our schools and across COHRI member schools.
And, how can we provide easy-to-access virtual cases that would support clinical teaching with technology to make our overworked clinician-educators more effective.

3. Pool Training Resources Across Schools
Many schools create axiUm training resources for their internal use, potentially causing duplication of work across schools. We plan to share these training resources under a CC license which allows schools to modify the content (with attribution). If you are interested in working on this project, please contact Eric Salmon: esalmon@PACIFIC.EDU.

CU
Heiko
Associate Dean, Office of Faculty Development and Information Management
Associate Professor, Dental Public Health, Center for Dental Informatics
School of Dental Medicine, University of Pittsburgh
http://researchgateway.ctsi.pitt.edu/dvprofiles/hspallek

How do we effectively get innovations in human-computer interaction into real-world software applications?

The other day, I got a Tweet from Ben Shneiderman at the University of Maryland about a human-computer interaction (HCI) innovation called Manylists. Ben is one of the world’s topmost HCI experts and one of my favorite Twitter leaders. Ben has an extremely high signal-to-noise ratio in his tweets, and if there was only one person I could follow on Twitter, he would be one of my top choices.

ManyLists is a product comparison tool that compares product features using spatial layouts with animated transitions. In simple terms, ManyLists arranges product features in a table in such a way that makes it easier to compare multiple products. The layout facilitates rapid scanning by the user, something I think we would all appreciate when buying a washing machine, a digital camera or junk food.

ManyLists looked similar to another tool developed in Ben’s lab, a medication reconciliation tool called Twinlist that I saw at a conference last year. Twinlist facilitates easy comparison/merging of a patient’s medication lists. For instance, a patient may be discharged from a hospital stay with a list of medications that may not be the same as she usually takes. Medication reconciliation, as it is typically done, is a relatively error-prone and effortful process. Twinlist does not fully automate the task, but provides clear advantages in helping the healthcare provider decide which medications to keep and which ones to drop.

Right after I got Ben’s tweet, I talked with Catherine Plaisant, an Associate Research Scientist who leads these projects. I was interested in the answers to two questions. The first one was what kind of HCI innovations Twinlist and ManyLists represented. Were they real breakthroughs or just incremental improvements? Catherine’s answer indicated that she thought they were somewhere in between. She pointed out that the applications really integrated several aspects of HCI done well: good graphic design, good choice of fonts and colors, and helpful animations to make  computational processes and their decomposition explicit.

The second question was more difficult to answer: How was she going to get these innovations into real-world software applications in an efficient and effective way? All over the world, programmers are busy creating medication reconciliation software. If they knew about her work, they could maybe improve on what she had done, instead of reinventing the wheel. Catherine did not have a good answer for that. Yes, the code and designs are openly available on request (just email plaisant at cs.umd.edu). But, it is an unsolved mystery for how to get these innovations into the hands of developers better than we are able to today (which is to say, not very well).

A few years ago, I came across the Common User Interface, a project by Microsoft in Great Britain, that offers a fairly large set of well-designed and tested user interface components for electronic patient records. I have always dreamed of plugging a new patient record together from these components. That would be certainly less work than writing it from scratch!

Best

Titus

– Titus Schleyer, DMD, PhD

Assoc. Professor and Director, Center for Dental Informatics

http://www.dentalinformatics.com/members/Titus+Schleyer