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BackgroundIn recent years, medical journals have emphasized the increasingly critical role that social media plays in the dissemination of public health information and disease prevention guidelines. However, platforms such as Facebook and Twitter continue to pose unique challenges for clinical health care providers and public health officials alike. In order to effectively communicate during public health emergencies, such as the COVID-19 pandemic, it is increasingly critical for health care providers and public health officials to understand how patients gather health-related information on the internet and adjudicate the merits of such information. ObjectiveWith that goal in mind, we conducted a survey of 1003 US-based adults to better understand how health consumers have used social media to learn and stay informed about the COVID-19 pandemic, the extent to which they have relied on credible scientific information sources, and how they have gone about fact-checking pandemic-related information. MethodsA web-based survey was conducted with a sample that was purchased through an industry-leading market research provider. The results were reported with a 95% confidence level and a margin of error of 3. Participants included 1003 US-based adults (aged ≥18 years). Participants were selected via a stratified quota sampling approach to ensure that the sample was representative of the US population. Balanced quotas were determined (by region of the country) for gender, age, race, and ethnicity. ResultsThe results showed a heavy reliance on social media during the COVID-19 pandemic; more than three-quarters of respondents (762/1003, 76%) reported that they have relied on social media at least “a little,” and 59.2% (594/1003) of respondents indicated that they read information about COVID-19 on social media at least once per week. According to the findings, most social media users (638/1003, 63.6%) were unlikely to fact-check what they see on the internet with a health professional, despite the high levels of mistrust in the accuracy of COVID-19–related information on social media. We also found a greater likelihood of undergoing vaccination among those following more credible scientific sources on social media during the pandemic (χ216=50.790; φ=0.258; P

The Health Level 7 (HL7) organization introduced the Information Sensitivity Policy Value Set with 45 sensitive data categories to facilitate the implementation of granular electronic consent technology. The goal is to allow patients to have control over the sharing of their sensitive medical records. This study represents the first attempt to explore physicians' viewpoints on these categories. Twelve physicians participated in a survey, leading to revisions in 21 HL7 categories. They later classified 600 clinical data items through a second survey using the updated categories. Participants' perspectives were documented, and data analysis included descriptive measures and heat maps. In the first survey, six participants suggested adding 19 new categories (e.g., personality disorder), and modifying 25 category definitions. Two new categories and sixteen revised category definitions were incorporated to support more patient-friendly content and inclusive language. Fifteen new category recommendations were addressed through a revision of category definitions (e.g., personality disorder described as a behavioral health condition). In the second survey, data categorizations led to recommendations for more categories from ten participants. Future revisions of the HL7 categories should incorporate physicians' viewpoints, validate the categories using patient data or/and include patients' perspectives, and develop patient-centric category specifications. [ABSTRACT FROM AUTHOR]

Introduction: Computable biomedical knowledge artifacts (CBKs) are digital objects conveying biomedical knowledge in machine‐interpretable structures. As more CBKs are produced and their complexity increases, the value obtained from sharing CBKs grows. Mobilizing CBKs and sharing them widely can only be achieved if the CBKs are findable, accessible, interoperable, reusable, and trustable (FAIR+T). To help mobilize CBKs, we describe our efforts to outline metadata categories to make CBKs FAIR+T. Methods: We examined the literature regarding metadata with the potential to make digital artifacts FAIR+T. We also examined metadata available online today for actual CBKs of 12 different types. With iterative refinement, we came to a consensus on key categories of metadata that, when taken together, can make CBKs FAIR+T. We use subject‐predicate‐object triples to more clearly differentiate metadata categories. Results: We defined 13 categories of CBK metadata most relevant to making CBKs FAIR+T. Eleven of these categories (type, domain, purpose, identification, location, CBK‐to‐CBK relationships, technical, authorization and rights management, provenance, evidential basis, and evidence from use metadata) are evident today where CBKs are stored online. Two additional categories (preservation and integrity metadata) were not evident in our examples. We provide a research agenda to guide further study and development of these and other metadata categories. Conclusion: A wide variety of metadata elements in various categories is needed to make CBKs FAIR+T. More work is needed to develop a common framework for CBK metadata that can make CBKs FAIR+T for all stakeholders. [ABSTRACT FROM AUTHOR]

Related Articles Comment on: https://www.jmir.org/2022/2/e31415 Comment on: https://www.jmir.org/2021/6/e29802 J Med Internet Res 2022;24(2):e31569 doi:10.2196/31569 [ABSTRACT FROM AUTHOR]

The article looks at how U.S. schools manage food allergies in children. It notes the occurrence of food allergy reactions in school and the importance of working with parents to identify the guidelines and resources available at the child's school. It also highlights the need for students with food allergies to have an emergency action plan. U.S. laws which cover persons with food allergies and a 2011 law which calls for the creation of national school guidelines are also cited.

Background: Health informatics (HI) is a growing field of study, yet sparse data is available on the characteristics of undergraduate health informatics programs in the United States (U.S.). The lack of a central location for U.S. HI undergraduate program data has led to a gap in information to support current efforts to promote academic standards in the field and attract potential students., Objectives: The objective of this study was to perform an environment scan of colleges and universities within the U.S. and Puerto Rico to identify undergraduate programs in HI including majors, minors, and undergraduate level certificates., Methods: Potential institutions offering HI programs were identified from the National Center for Education Statistics (NCES), Commission for Accreditation of Health Informatics and Health Information Management Education (CAHIIM), the Association of University Programs in Health Administration (AUPHA), the Healthcare Information and Management Systems Society (HIMSS), and the American Health Information Management Association (AHIMA). Publicly available materials for these institutions were reviewed, and data were captured for identified HI programs including geographic location; college or school in which the program was offered; type of degree (if applicable); program title; total credits to complete the program; delivery format; and source of data., Results: 83 HI programs were identified from 60 institutions and 26 states. The primary finding of this environment scan was that inconsistencies exist among U.S. HI undergraduate programs including variations in offering college/school, title of program, number of credits required, delivery formats, CIP codes, and the type of information published on university/college websites., Conclusion: This environment scan was a first step in exploring the characteristics of undergraduate HI programs within the U.S. Further research is needed on the curricular similarities and differences among the programs, the administrative methods of these interdisciplinary programs, and the information most needed by current and potential undergraduate students., Competing Interests: Christina Eldredge, MD, PhD currently serves on the CAHIIM Board of Directors and the AMIA Academic Forum Executive Committee. Katie A. McCarthy, PhD serves on the AMIA Baccalaureate Educators Community (BEC)., (Thieme. All rights reserved.)

Background: Adolescents at risk for anaphylaxis are a growing concern. Novel training methods are needed to better prepare individuals to manage anaphylaxis in the community., Introduction: Didactic training as the sole method of anaphylaxis education has been shown to be ineffective. We developed a smartphone-based interactive teaching tool with decision support and epinephrine auto-injector (EAI) training to provide education accessible beyond the clinic., Methods: This study consisted of two parts: (1) Use of food allergy scenarios to assess the decision support's ability to improve allergic reaction management knowledge. (2) An assessment of our EAI training module on participant's ability to correctly demonstrate the use of an EAI by comparing it to label instructions., Results: Twenty-two adolescents were recruited. The median (range) baseline number of correct answers on the scenarios before the intervention was 9 (3-11). All subjects improved with decision support, increasing to 11 (9-12) (p < .001). The median (range) demonstration score was 6 (5-6) for the video training module group and 4.5 (3-6) for the label group (p < 0.001)., Discussion: Results suggest that the use of this novel m-health application can improve anaphylaxis symptom recognition and increase the likelihood of choosing the appropriate treatment. In addition, performing EAI steps in conjunction with the video training resulted in more accurate medication delivery with fewer missed steps compared to the use of written instructions alone., Conclusion: The results suggest that mobile health decision support technology for anaphylaxis emergency preparedness may support traditional methods of training by providing improved access to anaphylaxis training in the community setting.