10- Fundamentals of Health Workflow Process Analysis and Redesign- Unit 4- Acquiring Clinical Process Knowledge- Lecture A

8/10/2019 10- Fundamentals of Health Workflow Process Analysis and Redesign- Unit 4- Acquiring Clinical Process Knowledge- Lecture A

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Fundamentals of Health Workflow

Process Analysis and Redesign

Acquiring Clinical Process Knowledge

Lecture a

This material Comp10_Unit4a was developed by Duke University, funded by the Department of Health and Human Services,

Office of the National Coordinator for Health Information Technology under Award Number IU24OC000024.


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Acquiring Clinical Process KnowledgeLearning Objectives

2

1. Identify how the strategic goals and stakeholders for a given health care

facility can influence workflow processes in that facility (Lecture a)

2. Create an agenda for an opening meeting to discuss workflow processes

in a health care facility (Lecture b)

3. Compare and contrast different types of knowledge and their impact on

organizations (Lecture a)

4. Analyze a health care scenario according to CMMI levels (Lecture a)

5. Identify the workflow processes that are likely to be used by a healthcare

facility (Lecture b)

6. Identify the workflow processes that are essential to document and

analyze in order to determine how best to streamline the operations in a

given health care facility (Lecture b)

7. Identify key individuals with whom the analyst should meet or observe in

order to gain an understanding of the nature and complexity of their work

(Lecture b)

Health IT Workforce Curriculum

Version 3.0/Spring 2012

Fundamentals of Health Workflow Process Analysis and Redesign

Acquiring Clinical Process KnowledgeLecture a


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Acquiring Clinical Process KnowledgeLearning Objectives - Continued

8. Given a process observation scenario, formulate the questions that would

facilitate a productive discussion of the workflow of information, activities

and roles within that facility (Lecture c)

9. Suggest ways to successfully respond to common challenges

encountered in knowledge acquisition

(Lecture c)

10. Given a practice scenario, choose an appropriate knowledge acquisition

method (Lecture c)

11. Given a process analysis scenario including list of observations, create

agenda for visit closing meeting and an initial meeting report (Lecture c)

12. Given a set of diagrams and observations from an information gathering

meeting draft a summary report (Lecture c)

3Health IT Workforce CurriculumVersion 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and RedesignAcquiring Clinical Process Knowledge

Lecture a


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See Things Right

Before you attempt to set things right,

make sure you see things right.Blaine Lee

4






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Topics - Lecture a

Knowledge Acquisition (KA) goals

Importance of KA

Categories of knowledge

Knowledge and the Capability Maturity Model

(CMM)

5Health IT Workforce Curriculum


Fundamentals of Health Workflow Process Analysis and RedesignAcquiring Clinical Process Knowledge

Lecture a


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Goal of KA for Health Care ProcessAnalysis and Redesign

Elicit and document workflow information

about a clinical practice so that technology

can be leveraged and patient care can

ultimately be improved.




Lecture a


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Why Do We Need to AcquireKnowledge?

Clinicians and information technology

professionals generally have different

knowledge

Clinicians Providing care

IT professionals How computers work

We need to make computers work

effectively in clinical settings




Lecture a


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Why is it Called KnowledgeAcquisition?

Gathering and capturing knowledge

Used in many other disciplines:

Management science Computer science

Artificial intelligence

Cognitive psychology There is no one general KA method




Lecture a


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Knowledge Acquisition Activities

Adapted from Gaines (n.d.)

9





Recruiting peoplewith expertise

Trainingemployees

Employeesparticipating in

communities of

practice

Processimprovement

through

experience in use

Process

improvementthrough process

analysis

Gathering advice

from consultants,customers, or

suppliers

Gathering advice

from professionalliterature

Licensing patents

and processes

Developing new

products andprocesses

Process

improvement

through purchaseof technology

Forming joint

ventures with

otherorganizations Acquiring other

organizations

Contracting with

other

organizations


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Aspects of Knowledge

InternalExternal

Coded - Tacit

ActivePassive

Transmitted - Experiential

DeclarativeProcedural

10






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Framework for Understanding Knowledgeand Its Impact on Organizations

Adapted from Gaines (n.d.)

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experience

skill know how

information

experientiallearning

technology

technology

reflective

learningtacit coded

passive

activeprocedural

knowledge

transmittable

knowledge

sticky

knowledge

declarative

knowledge


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Capability Maturity Model (CMM)Levels

12Health IT Workforce CurriculumVersion 3.0/Spring 2012


Lecture a


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Acquiring Clinical Process KnowledgeSummary - Lecture a

Knowledge Acquisition (KA) goals

Importance of KA Categories of knowledge

Knowledge and the Capability Maturity

Model (CMM)



Lecture a


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Acquiring Clinical Process KnowledgeReferences Lecture a



L t

References

Gaines, Brian R. (n.d.) Organizational Knowledge Acquisition.Accessed August 1, 2010. Available free from

http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.html

Milton, N. R. (2007). Knowledge Acquisition in Practice: A Step-by-step Guide (Decision Engineering). London:

Springer-Verlag.

Acknowledgement: Material used in this lecture comes from the following source Passive Knowledge Versus Active Knowledge, March 4, 2010. Accessed on August 2, 2010, available from

http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/

Images

Slide 9: Gaines, Brian R. (n.d.) Organizational Knowledge Acquisition.Accessed August 1, 2010. Available free from






Slide 13: Source: Meredith Nahm, PhD.
http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.htmlhttp://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://www.beyonduni.com/2010/03/passive-knowledge-versus-active-knowledge/http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/index.html

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10- Fundamentals of Health Workflow Process Analysis and Redesign- Unit 4- Acquiring Clinical Process Knowledge- Lecture A