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Fig. 1.4
Overview of levels of training acuity in TI relevant Biomedical Informatics theories and
methods, including alignment of stakeholder types
scientifi c investigation and research methods, such that they can conceptualize,
design, and evaluate novel theories and methods. Examples of stakeholders at
this level of acuity include investigators, educators, and knowledge engineers.
This overall model for workforce development is illustrated in Fig.
1.4
.
1.5
Conclusions
As was introduced at the beginning of this chapter, the premise for this topic is that
a shift in emphasis and thinking, relative to the ways in which the broad biomedical
healthcare community addresses needs concerning the collection, storage, man-
agement, analysis, and dissemination of data, information, and knowledge, is nec-
essary but diffi cult to achieve without signifi cant cultural change. This shift should
be one that de-emphasizes application or domain-specifi c silos, and instead,
emphasizes integrative and systems-level translational between and among disci-
plines and driving biological or clinical problems. This emerging paradigm, which
we have described as “Translational Informatics” or “TI”, is essential to the real-
ization of a knowledge-driven healthcare enterprise capable of addressing the
aforementioned challenges and opportunities. Given these basic concepts, through-
out the remainder of this topic, we review a spectrum of Biomedical Informatics
theories, methods, and use cases that serve to inform and exemplify the TI vision
on scales from bio-molecules to patients to populations. In doing so, we hope to
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