OBJECTIVE: To explore the informatic requirements in the home care of chronically ill patients. DESIGN: A number of strategies were deployed to help evoke a picture of home care informatics needs: A detailed questionnaire evaluating informational needs and assessing programmable technologies was distributed to a clinic population of parents of children with cancer. Open ended questionnaires were distributed to medical staff and parents soliciting a list of questions asked of medical staff. Parent procedure training was observed to evaluate the training dialog, and parents were observed interacting with a prototype information and education computer offering. RESULTS: Parents' concerns ranged from the details of managing day to day, to conceptual information about disease and treatment, to management of psychosocial problems. They sought information to solve problems and to provide emotional support, which may create conflicts of interest when the material is threatening. Whether they preferred to be informed by a doctor, nurse, or another parent depended on the nature of the information. Live interaction was preferred to video, which was preferred to text for all topics. Respondents used existing technologies in a straightforward way but were enthusiastic about the proposed use of computer technology to support home care. Multimedia solutions appear to complement user needs and preferences. CONCLUSION: Consumers appear positively disposed toward on-line solutions. On-line systems can offer breadth, depth and timeliness currently unattainable. Patients should be involved in the formation and development process in much the same way that users are involved in user-centered computer interface design. A generic framework for patient content is presented that could be applied across multiple disorders.

We studied the use of an evolving interface style book to evaluate the role of such guidelines in the development of siyle-conforming interface desi M.Although P the designs were judged JO .bcgene~al y col~orming, study participants had sgmficant ddlicxdty m interpreting the guidelines.our designers were manifestl { task oriented and itn atient with extraneous matcria.If' The depended heav" y on the pictorial examples, often f to t E exclusion of the accompanying text.We conclude that.dependency on guidelines should be minimized, and that guidelines should be developed primarily to complement toolkits and interactive examples, focussing on information intrinsically unavailable through those vehicles,

An experiment on transfer of learning using text editors revealed significant differences in performance, based on the learning experience of the subjects. The set of commands of a text editor was divided into four subsets. Different groups of subjects learned these subsets in different orders. Depending on the order of learning, subjects formed different concepts of the editor as manifest by their choice of commands, their errors, and their model of the editor, elicited by a sorting task. Pragmatic production model approaches to transfer would need significant enhancement to accommodate this result.