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Lucile Packard CMIO to build on IT work

June 17, 2010 | Bernie Monegain, Editor

STANFORD, CA – Christopher Longhurst, MD, has been named chief medical information officer at Lucile Packard Children's Hospital. In his role, Longhurst will focus on ways to extend digital data to patients and families to improve the continuum of care, he said.

"Chris is a nationally-recognized medical informatics specialist with tremendous experience in clinical transformation, electronic medical records and computer provider order entry implementation," said Ed Kopetsky, chief information officer at Packard Children's.

The hospital rolled out CPOE in 2007. Since that time, Longhurst said, it has been building on that platform by using CPOE to facilitate clinical resource management.

Longhurst noted that teams at the hospital have been rigorously evaluating the outcomes of CPOE and electronic medical records, and recently received global recognition for a study that showed for the first time a decrease In mortality associated with CPOE.

In his CMIO capacity, Longhurst will lead clinical information strategy and adoption and also serve on the Information Services Executive Committee.

Longhurst received his medical degree from UC Davis along with a master's degree in medical informatics, both in 2001. After completing his pediatric residency at Stanford in 2004, he became physician lead and later medical director of clinical informatics at Packard Children's while continuing clinical duties as a pediatric hospitalist.

Related Topics:
  • Chris Longhurst
  • Christopher Longhurst
  • Lucile Packard Children
  • Lucile Packard Children's Hospital
  • Stanford
  • Electronic Health Records

Reader Comments (1)Login to Post a Comment

cbchill says: Look at Stanford educational resource
October 23, 2010 | 11:42AM GMT

Dr. Longhurst should look into the resources (theoretical, didactic, implemnentation-based) available from the aaaLab at Stanford - Dept of Education. They have developed an educational approach that includes teaching the art and science of communication using Concept Maps to K-12. They use the Inspiration program (outliner and concept mapper) AND have a means of traversing defined concept maps in Inspiration to generate new information. So, it should be possible to apply this technology for: 1) the creation of evidence based orders AND staff/patient education; 2) the education of staff about health education priorities; 3) the art and science of interacting with families about their health care. If this is an approach that seems worthwhile, I, for one, could gain from its application to medical student education and for the education of students in rural environments.

http://aaalab.stanford.edu/

Another resource available at Stanford is Protege that could be used as follows:

Protege --> OWL ontology --> Concept Map

http://protege.stanford.edu/

One general model of Prevention and Intervention (including Health Literacy) to consider using is one that accounts for much more than Risk:

Onset --> Progression <--> Recovery, where:

Risk Factor, if present, increases probability of onset of Illness
Protective Factor, if present, decreases probability of onset of Illness

Stress Factor, if present, increases probability of progresson of Illness
Resistance Factor, if present, decreases probability of progression of Illness

Antagonistic Factor (could include complication) decreases probability of recovery or "bounce-back"
Resilience Factor increases probability of recovery or "bounce-back"

The Frankish Population Health Model predicts that health literacy could be a Protective Factor, Resistance Factor and Resilience Factor in many illnesses.

The above model lends itself to concept mapping using the qualitative and quantitative analysis of factors.

Another software product to consider that does qualiattive and quantitative factor analysis is Consideo Modeler, www.consideo.com

cbchill: internist, hospitalist, volunteer preceptor in rural health care; Stanford Undergrad, Class of 1968.

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