SNIK Quiz: A Multiple Choice Game About Information Management in Hospitals.

SNIK is a knowledge base about the management of health information systems generated by extracting Linked Data from textbooks and other sources. SNIK describes functions, roles executing these functions, and entity types, the information used or updated by these functions. We present SNIK Quiz, a browser game in which students answer multiple-choice questions about information management in hospitals based on SNIK. The questions are semi-automatically generated using templates in order to train basic facts, more complex patterns, and connections between textbooks encoded in SNIK.

A EPS e a humanização no enfrentamento à covid-19 "produzindo redes e territórios vivos": Planejamento, Monitoramento e Avaliação ­ PMA / EPS and humanization in the fight against covid-19 "producing networks and living territories": Planning, Monitoring and Evaluation - PMA

A organização do Coletivo da Educação Profissional em Saúde - EPS/Humanização no contexto da pandemia. Trata dos caminhos e pistas metodológicas para a estruturação do Planejamento, Monitoramento e Avaliação. Apresenta as memórias e instrumentos como dispositivo de PMA.

The organization of the Collective of Professional Education in Health - EPS / Humanization in the context of the pandemic. It deals with the methodological paths and clues for structuring Planning, Monitoring and Evaluation. It presents memories and instruments as a PMA device.

Interventions for improving medical students' interpersonal communication in medical consultations.

BACKGROUND: Communication is a common element in all medical consultations, affecting a range of outcomes for doctors and patients. The increasing demand for medical students to be trained to communicate effectively has seen the emergence of interpersonal communication skills as core graduate competencies in medical training around the world. Medical schools have adopted a range of approaches to develop and evaluate these competencies. OBJECTIVES: To assess the effects of interventions for medical students that aim to improve interpersonal communication in medical consultations. SEARCH METHODS: We searched five electronic databases: Cochrane Central Register of Controlled Trials, MEDLINE, Embase, PsycINFO, and ERIC (Educational Resource Information Centre) in September 2020, with no language, date, or publication status restrictions. We also screened reference lists of relevant articles and contacted authors of included studies. SELECTION CRITERIA: We included randomised controlled trials (RCTs), cluster-RCTs (C-RCTs), and non-randomised controlled trials (quasi-RCTs) evaluating the effectiveness of interventions delivered to students in undergraduate or graduate-entry medical programmes. We included studies of interventions aiming to improve medical students' interpersonal communication during medical consultations. Included interventions targeted communication skills associated with empathy, relationship building, gathering information, and explanation and planning, as well as specific communication tasks such as listening, appropriate structure, and question style. DATA COLLECTION AND ANALYSIS: We used standard methodological procedures expected by Cochrane. Two review authors independently reviewed all search results, extracted data, assessed the risk of bias of included studies, and rated the quality of evidence using GRADE. MAIN RESULTS: We found 91 publications relating to 76 separate studies (involving 10,124 students): 55 RCTs, 9 quasi-RCTs, 7 C-RCTs, and 5 quasi-C-RCTs. We performed meta-analysis according to comparison and outcome. Among both effectiveness and comparative effectiveness analyses, we separated outcomes reporting on overall communication skills, empathy, rapport or relationship building, patient perceptions/satisfaction, information gathering, and explanation and planning. Overall communication skills and empathy were further divided as examiner- or simulated patient-assessed. The overall quality of evidence ranged from moderate to very low, and there was high, unexplained heterogeneity. Overall, interventions had positive effects on most outcomes, but generally small effect sizes and evidence quality limit the conclusions that can be drawn. Communication skills interventions in comparison to usual curricula or control may improve both overall communication skills (standardised mean difference (SMD) 0.92, 95% confidence interval (CI) 0.53 to 1.31; 18 studies, 1356 participants; I² = 90%; low-quality evidence) and empathy (SMD 0.64, 95% CI 0.23 to 1.05; 6 studies, 831 participants; I² = 86%; low-quality evidence) when assessed by experts, but not by simulated patients. Students' skills in information gathering probably also improve with educational intervention (SMD 1.07, 95% CI 0.61 to 1.54; 5 studies, 405 participants; I² = 78%; moderate-quality evidence), but there may be little to no effect on students' rapport (SMD 0.18, 95% CI -0.15 to 0.51; 9 studies, 834 participants; I² = 81%; low-quality evidence), and effects on information giving skills are uncertain (very low-quality evidence). We are uncertain whether experiential interventions improve overall communication skills in comparison to didactic approaches (SMD 0.08, 95% CI -0.02 to 0.19; 4 studies, 1578 participants; I² = 4%; very low-quality evidence). Electronic learning approaches may have little to no effect on students' empathy scores (SMD -0.13, 95% CI -0.68 to 0.43; 3 studies, 421 participants; I² = 82%; low-quality evidence) or on rapport (SMD 0.02, 95% CI -0.33 to 0.38; 3 studies, 176 participants; I² = 19%; moderate-quality evidence) compared to face-to-face approaches. There may be small negative effects of electronic interventions on information giving skills (low-quality evidence), and effects on information gathering skills are uncertain (very low-quality evidence).  Personalised/specific feedback probably improves overall communication skills to a small degree in comparison to generic or no feedback (SMD 0.58, 95% CI 0.29 to 0.87; 6 studies, 502 participants; I² = 56%; moderate-quality evidence). There may be small positive effects of personalised feedback on empathy and information gathering skills (low quality), but effects on rapport are uncertain (very low quality), and we found no evidence on information giving skills. We are uncertain whether role-play with simulated patients outperforms peer role-play in improving students' overall communication skills (SMD 0.17, 95% CI -0.33 to 0.67; 4 studies, 637 participants; I² = 87%; very low-quality evidence). There may be little to no difference between effects of simulated patient and peer role-play on students' empathy (low-quality evidence) with no evidence on other outcomes for this comparison. Descriptive syntheses of results that could not be included in meta-analyses across outcomes and comparisons were mixed, as were effects of different interventions and comparisons on specific communication skills assessed by the included trials. Quality of evidence was downgraded due to methodological limitations across several risk of bias domains, high unexplained heterogeneity, and imprecision of results. In general, results remain consistent in sensitivity analysis based on risk of bias and adjustment for clustering. No adverse effects were reported.  AUTHORS' CONCLUSIONS: This review represents a substantial body of evidence from which to draw, but further research is needed to strengthen the quality of the evidence base, to consider the long-term effects of interventions on students' behaviour as they progress through training and into practice, and to assess effects of interventions on patient outcomes. Efforts to standardise assessment and evaluation of interpersonal skills will strengthen future research efforts.

Researchers' And Medical Student' Experience in Reference Management Software in a Low-Income Country.

INTRODUCTION: Although the use of Reference Management Software (RMS) is increasing in developed countries, they seem to be unknown and less used in low-income countries. AIM: To discover the major trends in the use of RMS among researchers and Ph.D. students in Tunisia, as a low-income country. METHODS: A hardcopy survey was filled out by researchers and Ph.D. students during an educational seminar at the faculty of medicine of Sfax in 2016 with the aim to collect qualitative data to determine the participants' knowledge and use of RMS. RESULTS: The survey collected 121 participants, among them, 53.7% know RMS. Mendeley proved to be the best-known software (41.5%), followed by Zotero (35.3%) and Endnote (23%). Training sessions in RMS were taken by 5% of participants. Among the 121 participants, 26.5%of them use RMS., Mendeley was the most used (46.9%), followed by EndNote (28.1%) and Zotero (25%). The most commonly popular feature in RMS is inserting citations (66.9%). Therefore, the analysis, of the reasons behind the choice of RMS proves that the software was used because it is convenient (38.4%),  most known (38.4%),  easy (30.7%), or suggested by colleagues (30.7%). The free and open-source software was preferred by 81% of the participants. g. However, 50.4% ignore the fact that Zotero is free. Several types and sources of captured citations were unknown by 53.8% and 59% of the rest of the participants. CONCLUSION: The results clearly show that the lack of awareness about RMS in Tunisia is due to the absence of a formal training. As a result, the need for such training is highly important for researchers to be able to benefit from the different advantages of RMS while conducting their academic medical education.

Entenda a infodemia e a desinformação na luta contra a COVID-19 / Entender la infodemia y la desinformación en la lucha contra la COVID-19 / Understanding the Infodemic and Misinformation in the fight against COVID-19

Conforme declarado pela OMS, o surto de COVID-19 e a resposta a ele têm sido acompanhados por uma enorme infodemia: um excesso de informações, algumas precisas e outras não, que tornam difícil encontrar fontes idôneas e orientações confiáveis quando se precisa. A palavra infodemia se refere a um grande aumento no volume de informações associadas a um assunto específico, que podem se multiplicar exponencialmente em pouco tempo devido a um evento específico, como a pandemia atual. Nessa situação, surgem rumores e desinformação, além da manipulação de informações com intenção duvidosa. Na era da informação, esse fenômeno é amplificado pelas redes sociais e se alastra mais rapidamente, como um vírus.

Según ha declarado la OMS, el brote de COVID-19 y la respuesta correspondiente han estado acompañados de una infodemia masiva, es decir, de una cantidad excesiva de información ‒en algunos casos correcta, en otros no‒ que dificulta que las personas encuentren fuentes confiables y orientación fidedigna cuando las necesitan. El término infodemia se refiere a un gran aumento del volumen de información relacionada con un tema particular, que puede volverse exponencial en un período corto debido a un incidente concreto como la pandemia actual. En esta situación aparecen en escena la desinformación y los rumores, junto con la manipulación de la información con intenciones dudosas. En la era de la información, este fenómeno se amplifica mediante las redes sociales, propagándose más lejos y más rápido, como un virus.

What is the Infodemic? As stated by the WHO, the COVID-19 outbreak and response has been accompanied by a massive infodemic: an overabundance of information ­ some accurate and some not ­ that makes it hard for people to find trustworthy sources and reliable guidance when they need it. Infodemic refers to a large increase in the volume of information associated with a specific topic and whose growth can occur exponentially in a short period of time due to a specific incident, such as the current pandemic. In this situation, misinformation and rumors appear on the scene, along with manipulation of information with doubtful intent. In the information age, this phenomenon is amplified through social networks, spreading farther and faster like a virus.

Health informatics competencies in postgraduate medical education and training in the UK: a mixed methods study.

OBJECTIVE: To assess health informatics (HI) training in UK postgraduate medical education, across all specialties, against international standards in the context of UK digital health initiatives (eg, Health Data Research UK, National Health Service Digital Academy and Global Digital Exemplars). DESIGN: A mixed methods study of UK postgraduate clinician training curricula (71 specialties) against international HI standards: scoping review, curricular content analysis and expert consultation. SETTING AND PARTICIPANTS: A scoping literature review (PubMed until March 2017) informed development of a contemporary framework of HI competency domains for doctors. National training curricula for 71 postgraduate medical specialties were obtained from the UK General Medical Council and were analysed. Seven UK HI experts were consulted regarding findings. OUTCOMES: The International Medical Informatics Association (IMIA) Recommendations for Biomedical and Health Informatics Education were used to develop a framework of competency domains. The number (maximum 50) of HI competency domains included in each of the 71 UK postgraduate medical specialties was investigated. After expert review, a universal HI competency framework was proposed. RESULTS: A framework of 50 HI competency domains was developed using 21 curricula from a scoping review, curricular content analysis and expert consultation. All 71 UK postgraduate medical curricula documents were mapped across 29 of 50 framework domains; that is, 21 domains were unrepresented. Curricula mapped between 0 (child and adolescent psychiatry and core surgical training) and 16 (chemical pathology and paediatric and perinatal pathology) of the 50 domains (median=7). Expert consultation found that HI competencies should be universal and integrated with existing competencies for UK clinicians and were under-represented in current curricula. Additional universal HI competencies were identified, including information governance and security and secondary use of data. CONCLUSIONS: Postgraduate medical education in the UK neglects HI competencies set out by international standards. Key HI competencies need to be urgently integrated into training curricula to prepare doctors for work in increasingly digitised healthcare environments.

El aula invertida una estrategia en la enseñanza de la Informática / Flipped classroom an strategy learning Informatics

Introducción: El aula invertida resulta una modalidad educativa utilizada en la actualidad, donde el estudiante no es un agente pasivo en el proceso de enseñanza aprendizaje, en esta modalidad juega un papel importante la selección adecuada de los temas por parte de los docentes. Objetivo: Diseñar una estrategia utilizando la modalidad Aula Invertida, aplicada a los estudiantes de primer año de medicina, para el desarrollo de competencias en Software Libre para la Gestión de Información de los contenidos teóricos de los temas I y II de la asignatura Informática Médica. Material y método: Se le aplicó a la totalidad de los estudiantes matriculados en el primer año del curso escolar 2017-2018, previa selección por parte del colectivo docente de los temas a tratar y la preparación de materiales al efecto. Resultados: Se alcanzaron resultados favorables y de calidad por parte de los estudiantes. Conclusiones: La utilización de esta modalidad permitió en el momento de la clase el debate y resumen de los temas y el mejor aprovechamiento del tiempo disponible, así como el logro de habilidades prácticas. Favorece la independencia y autonomía de los estudiantes en la adquisición de conocimientos y habilidades(AU)

Introduction: The flipped classroom turns out to be an educational modality used nowadays, where the student is not a passive agent in the teaching-learning process, in this modality the appropriate selection of the topics by the teachers plays an important role. Objective: Design a strategy using the Flipped Classroom modality, applied to first-year medical students, for the development of Free Software competencies for the Information Management of the theoretical contents of the Medical Informatics subject. Method: I was applied to all students enrolled in the first year of the school year 2017-2018, after selection by the faculty of the topics to be treated and the preparation of materials to that effect. Results: Favorable and quality results were achieved by the students. Conclusions: The use of this modality allowed the debate and summary of the topics and the best use of the available time, as well as the achievement of practical skills. It favors the independence and autonomy of students in the acquisition of knowledge and skills(AU)

Necesidad de la implementación del Sistema Interno de Propiedad Intelectual en las ciencias médicas / Needs for the implementation of an Internal System of Intellectual Property in medical sciences

En la actualidad se vive en un mundo marcado por el vertiginoso avance tecnológico y el incremento de las redes sociales; esta compleja dinámica que desarrolla la sociedad cubana, impone desafíos en el Sistema Interno de Propiedad Intelectual como soporte en la gestión del conocimiento. La gestión del conocimiento constituye un nuevo enfoque gerencial, que utiliza el recurso humano y su conocimiento en función del desarrollo de entidades y empresas. La innovación tecnológica, como una de las vertientes de estos saberes, se encuentra entre los factores que contribuyen al aumento de la productividad y el crecimiento económico sostenido, sin embargo, los resultados de la innovación requieren de protección jurídica diseñada en la Propiedad Intelectual(AU)

Harnessing the Power of Learning Management Systems: An E-Learning Approach for Professional Development.

E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.

Diseño de una ontología para la gestión de datos heterogéneos en universidades: marco metodológico / Design of an ontology for the management of heterogeneous data at the universities: methodological framework

Una ontología constituye una herramienta útil para trabajar la heterogeneidad de los datos y su semantización, para elevar la calidad en los procesos de organización, búsqueda y recuperación de la información en los sistemas de gestión institucionales, especialmente de aquellos implementados en la Web de una universidad. Por lo general, las universidades cuentan con un acervo de conocimientos pluridisciplinarios, registrados en diferentes formatos, por lo que se propone UH-Ontology para el manejo de sus datos, tomando a la Universidad de La Habana como ejemplo de su implementación. En el artículo se presentan las características y condiciones de los datos heterogéneos que actualmente se gestionan desde los diferentes sistemas de gestión de información en la universidad, lo que ha motivado la presentación de una propuesta de marco metodológico para el diseño de una ontología para el manejo de datos heterogéneos en esta institución. Se presenta la propuesta de diseño de la ontología, sus clases, anotaciones, lenguajes ontológicos y esquema de anotación semántica siguiendo la metodología de Noy and McGuinness y ProtegÞ como herramienta para su construcción(AU)

An ontology is a useful tool to deal with the heterogeneity of data and their semantization, with a view to raising the quality of processes of organization, search and retrieval of information in institutional management systems, particularly those implemented in a university web. In view of the wealth of multidisciplinary knowledge treasured by the Universities, a UH Ontology is proposed for the management of data. The paper describes the characteristics and conditions of the heterogeneous data currently managed by various information management systems at the Universities, and proposes a methodological framework for the design of an ontology for the management of heterogeneous data at the institution. The proposal includes the design of the ontology, its classes, annotations, ontological languages and semantic annotation scheme, based on the methodology developed by Noy and McGuinness and the software Protégé as a construction tool(AU)

An Ontology-Based Scenario for Teaching the Management of Health Information Systems.

The terminology for the management of health information systems is characterized by complexity and polysemy which is both challenging for medical informatics students and practitioners. SNIK, an ontology of information management (IMI) in hospitals, brings together IM concepts from different literature sources. Based on SNIK, we developed a blended learning scenario to teach medical informatics students IM concepts and their relationships. In proof-of-concept teaching units, students found the use of SNIK in teaching and learning motivating and useful. In the next step, the blended learning scenario will be rolled out to an international course for medical informatics students.

An Approach to Support Collaborative Ontology Construction.

The increasing number of terms used in textbooks for information management (IM) in hospitals makes it difficult for medical informatics students to grasp IM concepts and their interrelations. Formal ontologies which comprehend and represent the essential content of textbooks can facilitate the learning process in IM education. The manual construction of such ontologies is time-consuming and thus very expensive [3]. Moreover, most domain experts lack skills in using a formal language like OWL [2] and usually have no experience with standard editing tools like Protégé http://protege.stanford.edu [4,5]. This paper presents an ontology modeling approach based on Excel2OWL, a self-developed tool which efficiently supports domain experts in collaboratively constructing ontologies from textbooks. This approach was applied to classic IM textbooks, resulting in an ontology called SNIK. Our method facilitates the collaboration between domain experts and ontologists in the development process. Furthermore, the proposed approach enables ontologists to detect modeling errors and also to evaluate and improve the quality of the resulting ontology rapidly. This approach allows us to visualize the modeled textbooks and to analyze their semantics automatically. Hence, it can be used for e-learning purposes, particularly in the field of IM in hospitals.

Competencias profesionales desarrolladas por los graduados de los diplomados en Gestión de Información y Gestión del Conocimiento, del Instituto de Información Científica y Tecnológica de Cuba / Professional competencies developed by graduates from diploma courses on Information Management and Knowledge Management at the Institute of Scientific and Technological Information of Cuba

El presente trabajo tiene como objetivo identificar en qué medida los programas de los diplomados en Gestión de la Información y Gestión del Conocimiento desarrollan un conjunto de competencias profesionales para sus graduados, en función de las necesidades de sus organizaciones. Se elaboró un cuestionario para valorar la importancia de 30 competencias agrupadas en cuatro dimensiones (gestión de información, relaciones interpersonales y la comunicación, tecnologías de la información, y gestión organizacional), validadas con el método Delphi. Fue aplicado a profesores, estudiantes y representantes de sus organizaciones de procedencia. Se analizó el grado de satisfacción con el aprendizaje de estas competencias percibida por los alumnos y el grado de inclusión en los programas por parte de los profesores. Para valorar el grado de importancia de las competencias se utilizaron la mediana y la desviación estándar obtenidas en el tratamiento estadístico de las respuestas. Se obtuvo para las tres muestras y con escasa diferencia significativa que el programa de los diplomados es valorado como bueno. La dimensión más importante, así como la percepción de la satisfacción del aprendizaje por los estudiantes y el grado de inclusión en los programas de estudios por los profesores, está relacionado con las competencias de la dimensión relaciones interpersonales y la comunicación y la menos valorada fue la relacionada con las tecnologías de la información. El modelo de evaluación presentado permitió identificar las deficiencias en los programas de estudio y establecer las recomendaciones para su mejora en cuanto a las competencias profesionales en sus nuevas ediciones(AU)

The purpose of the present study is to identify the degree to which syllabuses for diploma courses on information management and knowledge management develop a number of professional competencies in their graduates in keeping with the needs of their organizations. A questionnaire was developed to evaluate the importance of 30 competencies distributed into four categories: information management, interpersonal relationships and communication, information technologies and organizational management, all of which were validated with the Delphi method. The questionnaire was applied to teachers, students and representatives from the students' organizations. An analysis was performed of the degree of satisfaction with the learning of these competencies as perceived by the students, and the extent to which teachers included them in the syllabuses. Assessment of the importance of the competencies studied was based on the mean and standard deviation obtained from the statistical analysis of responses. The result obtained for the three samples was that the diploma syllabus is perceived as good, with an insignificant difference between them. The most important category, as well as the one with the highest student satisfaction and degree of inclusion into syllabuses was interpersonal relationships and communication. The least favored was information technologies. The evaluation model herein presented made it possible to identify the deficiencies present in syllabuses and make recommendations for their improvement in relation to professional competencies in future editions(AU)

La investigación científica en el campo de la Comunicación Social en centros universitarios cubanos: un acercamiento a su correcta gestión / Scientific research in the field of Social Communication in Cuban university institutions: An approach to its proper management

El presente estudio tiene como objetivo proponer acciones estratégicas que encaminen y articulen la investigación científica en el campo de conocimiento de la Comunicación Social desde las funciones fundamentales de la gestión, particularmente en los centros universitarios cubanos. Para esto se utilizaron técnicas como el análisis documental, la entrevista a expertos y la herramienta estratégica Matriz DAFO. Se considera que la investigación en Comunicación Social en el dicho contexto de análisis tiene elementos distintivos como: insuficiente cultura investigativa de los actores, no existen pautas que rijan la gestión de la investigación y bajo nivel de prioridad para la actividad científica. Se ayuda a visualizar la importancia de la gestión de la investigación y a aumentar una cultura científica necesaria en los investigadores a partir de un marco estratégico que permita reconocer al campo de estudio no solo como campo profesional sino también como espacio científico y académico(AU)

The purpose of the present study is to propose strategic actions aimed at steering and articulating scientific research in the field of Social Communication from the perspective of core management functions, particularly in Cuban university institutions. Use was made of techniques such as document analysis, expert interviews and SWOT analysis. In this context of analysis, Social Communication research is considered to have the following distinctive features: insufficient research culture among researchers, lack of guidelines governing research management, and low priority awarded to scientific research. The study helps visualize the importance of research management and improve scientific culture among researchers in a strategic framework enabling perception of the field of study not only as a professional field, but also as a scientific and academic space(AU)

Gestión documental, de información, del conocimiento e inteligencia organizacional: particularidades y convergencia para la toma de decisiones estratégicas / Record, information and knowledge management and organizational intelligence: distinguishing features and convergence in strategic decision making

El objetivo de este trabajo es identificar los elementos, procesos y sistemas de información relacionados con la gestión documental, la gestión de información, la inteligencia organizacional y la gestión del conocimiento que inciden en la toma de decisiones estratégicas de instituciones de información. Se utilizó el análisis documental para examinar los componentes y características particulares de cada uno de estos procesos gerenciales y el modo en que inciden en los máximos niveles de decisión organizacional de las instituciones de información. Se realizó un análisis descriptivo para esclarecer y precisar los recursos, los procesos y los sistemas informacionales que intervienen en la toma de decisiones estratégicas de bibliotecas, archivos y centros de información de amplio reconocimiento para el sector de las Ciencias de la Información en Cuba. Los documentos archivísticos, la información organizacional interna y externa y el conocimiento constituyen recursos clave para la toma de decisiones estratégicas. Entre los componentes asociados a estos procesos gerenciales se destacan los sistemas de gestión documental y los sistemas de información organizacional. Los procesos informacionales y cognitivos que inciden en la toma de decisiones son la identificación de necesidades de información y los flujos informativos, la búsqueda y selección de información, al análisis, así como la creación y uso de conocimiento organizacional. La toma de decisiones ha adquirido una marcada dependencia hacia los procesos gerenciales relacionados con la información y el conocimiento; de ahí su carácter informacional, por lo que se requiere una adecuada proyección e interrelación de estos para garantizar decisiones efectivas sobre la base de un buen uso de estos recursos estratégicos(AU)

The study is aimed at identifying the information systems, elements and processes related to record, information and knowledge management and organizational intelligence which influence strategic decision making at information institutions. Document analysis was used to examine the particular characteristics and components of each of these management processes, as well as their influence on the top levels of organizational decision making at information institutions. A descriptive analysis was performed to clarify and accurately determine the information systems, resources and processes involved in strategic decision making at libraries, archives and information centers of broad recognition in the sector of information sciences in Cuba. Archival documents, internal and external organizational information, and knowledge are key resources in strategic decision making. Document management and organizational information systems stand out among the components associated to these management processes. The information and cognitive processes influencing decision making are the identification of information needs and information flows, the search for and selection of information, and the creation, analysis and use of organizational knowledge. Decision making has become heavily dependent on management processes related to information and knowledge, hence its informational nature. Therefore, these strategic resources should be appropriately projected and interrelated to ensure the effectiveness of decisions(AU)