Amia 00 Curriculum Presentation

The Development

of a

Model Curriculum

for

Applied Health Informatics

H. Dominic Covvey

The University of Waterloo and Balanced View Consulting

Janice E. MacNeill

Humber River Regional Hospital

AMIA 2000

A Model Curriculum for Applied Health Informatics Outline of Presentation

Definition of Applied Health Informatician (AHI) and Our Approach to Curriculum Development.

AHI Macro-Roles, the Challenges Faced by AHIs.

Example AHI Micro-Roles, and Skills and Knowledge for Selected Challenges.

AHI Competency Categories.

Next Steps

The University of Waterloo AHI Diploma Program.

Questions, Answers, and Discussion.

A Model Curriculum for Applied Health Informatics

Working Definition:

Applied Health Informatician

The Need for a Skills-Focused AHI Program Productive Health System AHI Macro-Roles

Based on J. Glaser, AMIA Spring 99 Workshop

Strategist and visionary.

Architect: information and systems (e.g., CIS).

Analyst of complex processes (e.g., referral patterns).

Designer (e.g., of efficient systems and processes).

Implementer.

Evaluator.

Manager.

Our Approach

to

Curriculum Development

A Model Curriculum for Applied Health Informatics Our Approach

Define and characterize present and future AHI Macro-Roles.

CIO  Director

Analyst  Internal Consultant

Characterize the Challenges faced by AHIs in performing these roles.

IT/IM Strategic Planning.

Procurement.

Determine the Micro-Roles (sub-functions or tasks) AHIs must perform to address these challenges (identified a total of 184).

Identify the Skills, Knowledge and Experience (competencies) that will give the AHIs the required capabilities.

Define a Curriculum that imparts the skills, knowledge, and experience.

Local Objective: Design and develop a diploma program at the University

of Waterloo (EPHIP).

Equate to job functions

A Model Curriculum for Applied Health Informatics Preliminary Work

Initial planning think-tank in 1994 (Boal, Covvey, Dixon, MacNeill).

Defined the AHI role.

Recognized the need for significant work to define a “body of skills”, and an AHI educ. program for people in the field.

Developed early versions of the Macro-Roles, Challenges, etc. template.

Held focus sessions on role-types, challenges, micro-roles, skills.

In April 1999, November 1999, January 2000.

Results: generated interest, and generated many improvements.

In Summer of 1999 conceptualized the HEALNet curriculum

development process; application for funding submitted in Fall/99.

A Model Curriculum for Applied Health Informatics The Curriculum Development Process

Obtained funding (MRC: COF- 37627 ) during the late Fall of 1999.

Performed stakeholder analysis and identified potential participants:

HI curriculum developers.

HI teachers.

Potential and current HI students.

Employers (health and health-related industries).

Representatives of professional organizations.

Potential certifiers of HI professionals.

Held a kick-off videoconference to prepare participants for work:

11 locations across the U.S. and Canada participated.

Approximately 100 participants.

Developed templates containing straw versions of Macro-Roles, Challenges, and Micro-Roles, as well as some competencies.

A Model Curriculum for Applied Health Informatics The Curriculum Development Process (2)

Organized participants into 3 working groups, each with on-line (led by a facilitator) and offline components.

Applied Health Informatics (AHI). [Covvey]

Research and Development Health Informatics (RDHI). [Zitner]

Clinician Health Informatics (CHI). [Bernstein]

Convened ~10 2-hour on-line workshops involving each working group, beginning in March 2000.

Enabled by document and audioconferencing (Sprint’s)

Edited and expanded templates; discussed issues.

Materials circulated to off-line participants via e-mail.

Held a plenary session of all groups in June 2000 to review progress.

Completed on-line working group sessions in mid-September 2000.

A Model Curriculum for Applied Health Informatics The Curriculum Development Process (3)

Currently are reviewing, collating, and tabulating products.

Correlating Challenges with Macro-Roles (which position faces which challenges).

Documenting the Experience required versus each Challenge.

Performing individual quality reviews: 1-2 Challenges and their associated Micro-Roles and Competencies are reviewed for completeness by volunteers with relevant expertise.

Plan to release draft versions of documentation Nov. – Dec. 2000.

List of Macro-Roles and their definitions.

List of Challenges.

List of required Competencies relative to each challenge.

Mapping of Macro-Roles to Challenges.

Categorized (course-like) Competencies.

Guidelines for the definition of graduate level content.

A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum Development

Mary Lou Ackerman, csehc@saintelizabeth.com

Sten Ardal, Central East Health Info Partnership, ardal@cehip.org

Ann Bolster, bolsta@cma.ca

Jennifer Briand, HEALNet, briandj@fhs.csu.mcmaster.ca

Heidi Brown, Data General Inc., [email_address]

Dominic Covvey*, University of Waterloo, dcovvey@sprynet.com

Deborah Del Duca, C dn. Health Record Assoc . , delduca@ibm.net

Myrna Francis, IBM, [email_address]

Candace Gibson, U . of Western Ontario, candaceg@julian.uwo.ca

Alan Goldstein, Meditech, [email_address]

Theodore Hoekman, Mem . U. of Nfld., thoekman@morgan.ucs.mun.ca

Lewis Hooper, Private Consultant, [email_address]

A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum Development

Steven Huesing, Huesing and Associates, [email_address]

Carolyn Kay, Canadian Health Record Association, carokay@ibm.net

Kent Maclean, CIHI, kmaclean@cihi.ca

Janice MacNeill, Humber River Regional Hosp . , jmacneill@hrrh.on.ca

Naomi Mensink, N Mensink Consulting, nmensink@netcom.ca

David Mowat, Health Canada, david_mowat@hc-sc.gc.ca

Walter Panko, University of Illinois at Chicago, Wpanko@uic.edu

Keith Pearse, University of Alberta, kpearse@utah-inter.net

Denis Protti, University of Victoria, School of HIS, dprotti@uvic.ca

Annette Valenta, University of Illinois at Chicago, Valenta@uic.edu

Toby Walrod, University of Victoria, School of HIS, twalrod@uvic.ca

Patrick Yung, Health Information Services Program, yung@siast.sk.ca

AHI

Macro-Roles

A Model Curriculum for Applied Health Informatics AHI Macro-Roles

IT Leader (CIO, VPIS,)

Director IS

Clinical Informatician

IT/IM Resources/Project Manager

Internal Health IT Consultant

System/Applications Expert

Process Analyst

Evaluator

Educator/Trainer

Programmer-Deployment Support

Policy Planner

A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs

A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30)

Collaboration.

Understanding of the Nature of the Health System and Current Issues, and Identification of Desired Outputs.

Formulation of IT/IM Components of the Strategic Plan.

IT/IM Strategic Business Planning, IT/IM Strategic Market Planning.

IT/IM Needs Analysis.

Determination of the Organization’s IT/IM Situation (IT/IM Audit).

Definition and Implementation of Organizational Approach to IT/IM, IT/IM Organizational Structure/Culture, and IS Department Structure/Culture.

Determination of the State of the Industry, Analysis of the Competition, and Identification of Viable Vendors and Solutions.

IT/IM Technology Assessment.

Evaluation, Adoption, and Implementation of Standards .

IT/IM-Related Policy Development.

Development of the Justification For and the Value of Systems.

Obtaining Consensus on Solutions, Budget, Plan.

Procurement of Solutions (Products and Services).

Re-engineering of Work and Information Management Processes.

Implementation of Solutions.

Planning and Day-to-Day Management of IT/IM Resources.

Management of Other’s (e.g., Population, System) Data (Quality Audits, Combining Data, Transmission, etc.).

Integration of Multiple Systems.

Maintenance and Support of Solutions.

Evaluation of Solution Outcomes.

Management of Change (Acting as Change Agent).

User, Customer, Inter-Departmental and Public Liaison, Relations, Communications, and Publication .

Evaluation of Solution Outcomes.

Management of Change (Acting as Change Agent).

User, Customer, Inter-Departmental and Public Liaison, Relations, Communications, and Publication.

Continuing Education.

System and Methods Customization and Ad Hoc Development.

Utilization of Technology (Personal Productivity, Specific Tools).

General Day-to-Day Issues .

Example AHI Micro-Roles

A Model Curriculum for Applied Health Informatics Micro-Roles: Example (1)

Challenge : Formulation of IT/IM Components of the Strat. Plan

Micro-Roles:

Comprehension of Organizational Strategy

Interpretation (e.g., Translating IT Concepts + Industry to Management; bridging)

Presentation of Potential Strategic Opportunities for IT/IM

Involvement of Senior Management in IT/IM Strategic Planning Process

Involvement of Other Stakeholders in the IT/IM SP Process

Development of IT/IM Responses (IT/IM Strategic Requirements)

Strategic Options Analysis

Development of Multi-Year Budget

Promoting the Plan and Budget Throughout the Organization and to the Board

Management of Expectations

A Model Curriculum for Applied Health Informatics Micro-Roles: Example (2)

Challenge : Procurement of Solutions (Products and Services) .

Micro-Roles (Non-Vendor):

Mobilization and Mgmt of Stakeholder Participation in the Proc. Process

Development of Statement of Required Capabilities (Functional and Informational), Required Performance, Technologies, Other Requirements, and System Architecture

RFP or Other Procedure for Obtaining Vendor Responses

Management and Documentation of Site Visits, Demos, and Other Assessments

Assessment or Defn of Business Ethics Environment and Applic. Laws

Evaluation of Compliance of Vendors’ Offerings with Requirements and Architecture

Identification of Preferred Solutions

Preparation and Negotiation of Contracts

Contract Finalization and Ordering

AHI Skills and Knowledge

A Model Curriculum for Applied Health Informatics Example Skills and Knowledge

Challenge : Formulation of IT/IM Components of the Strategic Plan

Micro-Role: Comprehension of Organizational Strategy

Skills: Listening Skills, Synthesizing Skills, Systems Thinking

Knowledge: The Nature and Operation of the Health System, Health System Management and Organization, Understanding Corporate Culture (regarding acceptable approaches, methods, values), Principles of Systems Thinking

Micro-Role: Interpretation (e.g., Translating IT Concepts + Industry to Management; bridging)

Skills: Forecasting Skills, Communication Skills, Failure Analysis

Knowledge : IT and IM Basic Concepts, The Nature and Operation of the Health System, The Nature and Capabilities of Health IT/IM Vendors and Products, Principles of Failure Analysis; Knowledge of How Non-Health Organizations Address IT/IM

A Model Curriculum for Applied Health Informatics Example Skills and Knowledge

Challenge: Formulation of IT/IM Components of the Strategic Plan

Micro-Role: Presentation of Potential Strategic Opportunities for IT/IM

Skills: Presentation Skills, Data Analysis Skills, Leadership Skills, Communication Skills, Interpretation, Teaching Skills

Knowledge: The Nature and Capabilities of Health IT/IM Vendors and Products, Infrastructural Technologies, The Nature and Operation of the Health System

Micro-Role: Involvement of Senior Management in IT/IM Strategic Planning (SP) Process

Skills: Motivation Techniques, Leadership Skills, Facilitation Skills, Communication Skills

Knowledge: Health System Management and Organization, Understanding Business and Clinical Processes, The IT/IM Strategies of Other Organizations

A Model Curriculum for Applied Health Informatics Skills and Knowledge Elements

Identified:

Skills: 203

Knowledge Elements: 167

These were subsumed under 22 “competency categories” that roughly correlate with courses or course modules.

Some might be pre-requisites.

AHI Competency Categories

A Model Curriculum for Applied Health Informatics Competency Categories

We have identified 22 competency categories:

Personal Competencies for AHI Professionals

General Computing Competencies for AHI Professionals

Health Computing Competencies for AHI Professionals

Key IT Usage Competencies for AHI Professionals

General Health System-Related Competencies

General Business and Management Competencies

General IS Department Management Competencies

Team and Human Resources Management Competencies

Re-Engineering and Management of Change Competencies

Strategic and Operational Planning Competencies

Assessment of the Value, Effects, and Cost of IT (Competencies)

A Model Curriculum for Applied Health Informatics Competency Categories

We have identified 22 competency categories (2):

General Technology/Systems Life-Cycle Management Competencies

Procurement Competencies

Systems Implementation and Integration Competencies

Systems Maintenance and Support Competencies

System Customization/Ad Hoc Development Competencies

Project Management Competencies

Education and Training Competencies

Vendor/Service Provider Competencies

User and Process Observation and Assessment Competencies

Security Management Competencies

Information and Data Collection, Analysis and Management Competencies

Example Competency Category

With

Skills and Knowledge

A Model Curriculum for Applied Health Informatics Example Competency Category

Skills

Acceptance Testing Method/Procedure

Compliance Analysis Techniques

Contract Framework

Contract Negotiation Technique

Procurement Method (Including RFI/Q and RFP Writing, Site Visit Design and Analysis Technique, Demo Design and Analysis Technique)

Needs Analysis Method

Scenario Development Skills

User Group Framework

User Satisfaction and Acceptance Analysis and Management

Vendor Viability Assessment Framework

Vendor/Product Comparison Framework

A Model Curriculum for Applied Health Informatics Example Competency Category

Knowledge

Application Domain, Knowledge of Specific

Contract Development, Principles of

Corporate Strategy and Current Offerings, Knowledge of

Health IT Product Knowledge, Basic

Health IT/IM Vendors and Products , The Nature and Capab . of

Industry M k ting, Promotion, and Sales Techniques, Knowledge of

Needs Assessment and Evaluation, Principles of

Product/Vendor State-of-the-Art, Knowledge of

Products, Knowledge of Specific

Requirements, Knowledge of Specific

System Testing and Validation, Principles of

User Acceptance Analysis, Principles of

User Modeling, Principles of

Vendor Marketplace, Knowledge of

Vendor Values, Knowledge of

Next Steps

A Model Curriculum for Applied Health Informatics Next Steps

Packaging and Publication of initial products of all 3 curriculum development efforts.

Consultation process: circulation to interested parties for improvement.

Place materials on their permanent website.

Development of a tool for students to determine educational needs.

Development of a tool for recruiters and human resources specialists to determine competency requirements for positions.

The U of Waterloo

Diploma in AHI Program

A Model Curriculum for Applied Health Informatics Orientation of the U of Waterloo Program

A special emphasis will be placed on the skills component of the curriculum.

This will make the program most relevant to AHI practioners.

Individual skill, knowledge, and experience elements will be delivered in the form of short, intense, and well-structured vignettes or “micro-courses” (modules of 1-3 hours) that are introduced via cases.