Undergraduate Health Informatics Education

2001

Each working Group has produced detailed lists of the macro-roles, of the micro-roles (functions) associated with each macro-role, of the detailed skills and knowledge (competencies) required to address each micro-role, of the experience components associated with each challenge, and of the mapping of challenges to macro-roles. Each Working Group has also prepared a document that combines skills and knowledge into course-like categories (approximately 20 for each curriculum). The RDHI Working Group has developed, in addition, a set of Guidelines for Graduate RDHI Program Content that is being prepared for circulation. All material is available on the project website: http://healnet.mcmaster.ca/nce/workshops.htm. As produced, it has also been circulated to all participants via e-mail.

Applied clinical informatics, 2015

Health Information Management (HIM) and Health Informatics (HI) were very separate professions when they were first formed. However, with the increasing adoption of electronic health records, the interests of the two fields have become more aligned. To describe the evolution of a joint master's program in health informatics(HI) and health information management (HIM). After analyzing workforce needs, and reviewing both CAHIIM accreditation requirements and existing curricular offerings in separate programs in HIM and HI, a joint program was developed. An HI master's program with a core curriculum for all students and tracks in Data Analytics, User Experience and Advanced Practice HIM was developed. A model for a comprehensive examination, based on the CAHIIM competencies, to be administered prior to and after the core curriculum was also developed. A core and track curriculum that incorporates HIM education as part of the Master of Science of Health Informatics provides a fe...

Perspectives in health information management / AHIMA, American Health Information Management Association, 2012

This article discusses the ongoing development of a health informatics capstone program in a Midwest university from the hiring of a program coordinator to the development of a capstone course, through initial student results. University health informatics programs require a strong academic program to be successful but also require a spirited program coordinator to manage resources and organize an effective capstone course. This is particularly true of health informatics master's programs that support health industry career fields, whereby employers can locate and work with a pool of qualified applicants. The analysis of students' logs confirms that students' areas of focus and concern are consistent with course objectives and company work requirements during the work-study portion of the student capstone project. The article further discusses lessons learned and future improvements to be made in the health informatics capstone course.

Journal of The American Medical Informatics Association, 2000

A b s t r a c t Health care leaders emphasize the need to include information technology and informatics concepts in formal education programs, yet integration of informatics into health educational programs has progressed slowly. The AMIA 1999 Spring Congress was held to address informatics educational issues across health professions, including the educational needs in the various health professions, goals for health informatics education, and implementation strategies to achieve these goals. This paper presents the results from AMIA work groups focused on informatics education for non-informatics health professionals. In the categories of informatics needs, goals, and strategies, conference attendees suggested elements in these areas: educational responsibilities for faculty and students, organizational responsibilities, core computer skills and informatics knowledge, how to learn informatics skills, and resources required to implement educational strategies. s

International Journal of Medical Informatics, 2007

In the year 2004, a summer school on health informatics was organized for advanced medical students from all over the world. Methods: We elaborate on the goals and the program for this summer school. In developing the course, we followed the international guidelines of the International Medical Informatics Association-IMIA. Students provided feedback for the course through both summative and formative evaluations. As a result of these evaluations, we outline the lessons we have learned and what consequences these results have had in revising the course. Results: Overall the results of both the summative and formative evaluation of the summer school showed that we succeeded in the goals we set at the beginning of the course. Students highly appreciated the course content and indicated that the course fulfilled their educational needs. The decision support and image processing computer practicums however proved too high level. We therefore will redesign these practicums to competence requirements of medical doctors as defined by IMIA. All participants recommended the summer school event to other students. Conclusions: Our experiences demonstrated a true need for health informatics education among medical students and that even a 2 weeks course can fulfill health informatics educational needs of these future physicians. Further establishment of health informatics courses for other health professions is recommended.

Studies in health technology and informatics, 2004

The International Partnership for Health Informatics Education (IPHIE) seeks to promote education through international collaboration of graduate and undergraduate training programs in Medical and Health Informatics. In 1998 an International Partnership of Health Informatics Education was established at six universities: The University of Amsterdam, the Universities of Heidelberg and Heilbronn, the University of Health Informatics and Technology Tyrol at Innsbruck, the University of Minnesota and the University of Utah. The overall goal of this cooperation was to form a network for training and educating medical informatics faculty and students in order to prepare them for leading international positions in medical information and communication technology. In this paper we describe the current state of affairs of IPhiE: the activities undertaken, our experiences, the lessons we have learned over these past five years. In addition we outline our plans for the future.

2015

The shortage of health information technology workforce is quite significant in the health industry. The traditional education approach may not be effective enough to train college students to be an HIT workforce that requires both academic knowledge and extensive hands-on experiences in both healthcare and information technology. This paper presents an Integrated Health Informatics and Technology Curriculum Model to collapse the campus boundaries between regional Intermediate School Districts, Community Colleges, and a Four-Year health informatics and information management program to support expedited education with sufficient hands-on experiences in health informatics and technology. This model has been pilot tested by the Health Informatics and Information management Program at Western Michigan University. Early findings are very positive. More study and promotion of this curriculum model shall be continued.

Background: The main goals of medical education are to equip students and graduate clinicians with the required knowledge and skills to apply in real life practice. Medical informatics skills are an essential component in the current and future medical practice and education. Results concerning the assessment of medical students' capabilities to acquire and use medical informatics tools were reported.

iConference 2016 Proceedings

Health Informatics is an emergent discipline with increasing demand for information professionals who can address complex problems at the intersection of technological, human, organizational, and societal issues. There has been a strong interest in Health Informatics within the iSchool community. Still, the community has not engaged in the discussion of what Health Informatics curricula for iSchools should look like and what would make them unique and distinguished from programs located in other schools. In this SIE we will engage the audience in designing or redesigning Health Informatics curricula for an iSchool as an activity. Through this activity, participants will think strategically about issues such as the role of iSchools in Health Informatics, market needs, and building on the strengths and mission of the ischools.

Studies in Health Technology and Informatics, 2010

This chapter gives an educational overview of: * health informatics competencies in medical, nursing and allied clinical health professions * health informatics learning cultures and just-in-time health informatics training in clinical work settings * major considerations in selecting or developing health informatics education and training programs for local implementation * using elearning effectively to meet the objectives of health informatics education.

This article describes a novel double-degree Master's program in Nursing and Health Informatics. The program was designed to prepare nurses with graduate level competencies in both nursing and health informatics. Such competencies are essential for professionals working in the rapidly expanding fields of nursing and health informatics. There is an immediate and longer-term need for clinical professionals with such expertise in Canada. Furthermore, a program was needed to provide graduate level credentialing in nursing and health informatics so graduate students could develop needed workplace competencies at the intersection of nursing and health informatics in the international move towards electronic health records. The double-degree program described in this paper is the first of its kind. The design, underlying rationale, and initial experiences with the program are described in detail in this paper.

International Journal of Medical Informatics, 1998

Health and Medical informatics is a discipline encompassing and combining aspects of all health, medical and informatics disciplines. Consequently, the topics to be covered in any educational program can vary considerably both in depth and breadth. Given that such programs need to meet the needs of a very diverse health professional workforce, educators need to develop curricula to suit specific target groups although common topic areas need to be included. This paper presents the state of play regarding nursing informatics education. It discusses informatics education for health service managers primarily in Australia through the use of a case study and compares these with some other similar programs. It then explores some of the issues encountered which are seen as impediments to the progression of health and medical informatics education, the most significant of which is traditional University organisational structures which do not readily facilitate multidisciplinary educational programs.

Proceedings / AMIA ... Annual Symposium. AMIA Symposium, 1998

It is becoming increasingly apparent that medical schools must begin teaching the knowledge, skills and attitudes of information literacy and applied medical informatics as core competencies in undergraduate medical education. The University of Vermont College of Medicine recognized that these core competencies were lacking in its curriculum, and in 1992 it implemented a four year, integrated program to give students the information habits essential to twenty-first century practice. The first graduates of the program are now in residencies and feedback has enabled the College to refine the program to better meet the informatics education needs of the next generation of physicians. The result of these efforts is the Vertical Curriculum in Information Literacy and Applied Medical Informatics; its process of development, the product of the process, and its outcomes are discussed.

Yearbook of medical informatics, 2006

There is an increasing need for well qualified health informatics practitioners and for educational programs that produce them. Since 1981, the School of Health Information Science at the University of Victoria has delivered a range of educational programs in health informatics. The School's objective has been to produce graduates who can assume a range of roles in health informatics, including managers, developers, researchers and evaluators of health care systems. The approach taken by the School has been to provide an integrated 'holistic' approach to health informatics education that balances both theory and practice. The curriculum has emphasized interdisciplinary skills and has been based on a process of consultation with key stakeholders in both industry and academia. In addition, several new distance collaborative models for health informatics education (including a distributed MSc degree program) have been recently initiated through the University of Victoria wi...

American Journal of Pharmaceutical Education, 2007

Objectives. To design an interdisciplinary course in health care informatics that enables students to: (1) understand how to incorporate technology into the provision of safe, effective and evidence-based health care; (2) make decisions about the value and ethical application of specific technologies; and (3) appreciate the perspectives and roles of patients and providers when using technology in care. Design. An online, interdisciplinary elective course using a distributive learning model was created. Standard courseware was used to manage teaching and to facilitate student/instructor interactions. Interactive, multimedia lectures were developed using Internet communication software. Assessment. Upon completion of the course, students demonstrated competency in identifying, analyzing, and applying informatics appropriately in diverse health settings. Conclusion. Online education using multimedia software technology is effective in teaching students about health informatics and providing an innovative opportunity for interdisciplinary learning. In light of the growing need for efficient health care informatics training, additional study of this methodology is warranted.