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<ul><li>The Development  </li></ul><ul><li>of a  </li></ul><ul><li>Model Curriculum </li></ul><ul><li>for  </li></ul><ul><...
A Model Curriculum for Applied Health Informatics Outline of Presentation <ul><li>Definition of Applied Health Informatici...
A Model Curriculum for Applied Health Informatics <ul><li>Working Definition: </li></ul><ul><li>Applied Health Informatici...
The Need for a Skills-Focused AHI Program   Productive Health System AHI Macro-Roles <ul><li>Based on J. Glaser, AMIA Spri...
A Model Curriculum for Applied Health Informatics <ul><li>Our Approach </li></ul><ul><li>to </li></ul><ul><li>Curriculum D...
A Model Curriculum for Applied Health Informatics   Our Approach <ul><li>Define and characterize present and future AHI Ma...
A Model Curriculum for Applied Health Informatics   Preliminary Work <ul><li>Initial planning think-tank in 1994 (Boal, Co...
A Model Curriculum for Applied Health Informatics   The Curriculum Development Process <ul><li>Obtained funding (MRC:  COF...
A Model Curriculum for Applied Health Informatics    The Curriculum Development Process (2) <ul><li>Organized participants...
A Model Curriculum for Applied Health Informatics   The Curriculum Development Process (3) <ul><li>Currently are reviewing...
A Model Curriculum for Applied Health Informatics   Participants in AHI Curriculum Development <ul><li>Mary Lou Ackerman, ...
A Model Curriculum for Applied Health Informatics   Participants in AHI Curriculum Development <ul><li>Steven Huesing, Hue...
A Model Curriculum for Applied Health Informatics <ul><li>AHI </li></ul><ul><li>Macro-Roles </li></ul>
A Model Curriculum for Applied Health Informatics   AHI Macro-Roles <ul><ul><li>IT Leader (CIO, VPIS,) </li></ul></ul><ul>...
A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs
A Model Curriculum for Applied Health Informatics   Challenges Faced by AHIs (30) <ul><li>Collaboration. </li></ul><ul><li...
A Model Curriculum for Applied Health Informatics   Challenges Faced by AHIs (30) <ul><li>IT/IM-Related Policy Development...
A Model Curriculum for Applied Health Informatics   Challenges Faced by AHIs (30) <ul><li>Evaluation of Solution Outcomes....
A Model Curriculum for Applied Health Informatics <ul><li>Example AHI Micro-Roles </li></ul>
A Model Curriculum for Applied Health Informatics   Micro-Roles: Example (1) <ul><li>Challenge : Formulation of IT/IM Comp...
A Model Curriculum for Applied Health Informatics   Micro-Roles: Example (2) <ul><li>Challenge :  Procurement of Solutions...
A Model Curriculum for Applied Health Informatics <ul><li>AHI Skills and Knowledge </li></ul>
A Model Curriculum for Applied Health Informatics   Example Skills and Knowledge <ul><li>Challenge : Formulation of IT/IM ...
A Model Curriculum for Applied Health Informatics   Example Skills and Knowledge <ul><li>Challenge: Formulation of IT/IM C...
A Model Curriculum for Applied Health Informatics   Skills and Knowledge Elements <ul><li>Identified: </li></ul><ul><ul><l...
A Model Curriculum for Applied Health Informatics <ul><li>AHI Competency Categories </li></ul>
A Model Curriculum for Applied Health Informatics   Competency Categories <ul><li>We have identified 22 competency categor...
A Model Curriculum for Applied Health Informatics   Competency Categories <ul><li>We have identified 22 competency categor...
A Model Curriculum for Applied Health Informatics <ul><li>Example Competency Category </li></ul><ul><li>With </li></ul><ul...
A Model Curriculum for Applied Health Informatics   Example Competency Category <ul><li>Procurement Competencies </li></ul...
A Model Curriculum for Applied Health Informatics   Example Competency Category <ul><li>Procurement Competencies </li></ul...
A Model Curriculum for Applied Health Informatics <ul><li>Next Steps </li></ul>
A Model Curriculum for Applied Health Informatics   Next Steps <ul><li>Packaging and Publication of initial products of al...
A Model Curriculum for Applied Health Informatics <ul><li>The U of Waterloo </li></ul><ul><li>Diploma in AHI Program </li>...
A Model Curriculum for Applied Health Informatics   Orientation of the U of Waterloo Program <ul><li>A special emphasis wi...
A Model Curriculum for Applied Health Informatics <ul><li>Questions, Answers, and Discussion </li></ul>
A Model Curriculum for Applied Health Informatics <ul><li>Reserve Slides </li></ul>
A Model Curriculum for Applied Health Informatics   The Applied Health Informatician <ul><li>Information and information t...
A Model Curriculum for Applied Health Informatics   Health IT Deployment Models <ul><li>Employers of AHIs: As-Is Technolog...
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Amia 00 Curriculum Presentation

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Transcript of "Amia 00 Curriculum Presentation"

  1. 1. <ul><li>The Development </li></ul><ul><li>of a </li></ul><ul><li>Model Curriculum </li></ul><ul><li>for </li></ul><ul><li>Applied Health Informatics </li></ul><ul><li>H. Dominic Covvey </li></ul><ul><li>The University of Waterloo and Balanced View Consulting </li></ul><ul><li>Janice E. MacNeill </li></ul><ul><li>Humber River Regional Hospital </li></ul>AMIA 2000
  2. 2. A Model Curriculum for Applied Health Informatics Outline of Presentation <ul><li>Definition of Applied Health Informatician (AHI) and Our Approach to Curriculum Development. </li></ul><ul><li>AHI Macro-Roles, the Challenges Faced by AHIs. </li></ul><ul><li>Example AHI Micro-Roles, and Skills and Knowledge for Selected Challenges. </li></ul><ul><li>AHI Competency Categories. </li></ul><ul><li>Next Steps </li></ul><ul><li>The University of Waterloo AHI Diploma Program. </li></ul><ul><li>Questions, Answers, and Discussion. </li></ul>
  3. 3. A Model Curriculum for Applied Health Informatics <ul><li>Working Definition: </li></ul><ul><li>Applied Health Informatician </li></ul>
  4. 4. The Need for a Skills-Focused AHI Program Productive Health System AHI Macro-Roles <ul><li>Based on J. Glaser, AMIA Spring 99 Workshop </li></ul><ul><li>Strategist and visionary. </li></ul><ul><li>Architect: information and systems (e.g., CIS). </li></ul><ul><li>Analyst of complex processes (e.g., referral patterns). </li></ul><ul><li>Designer (e.g., of efficient systems and processes). </li></ul><ul><li>Implementer. </li></ul><ul><li>Evaluator. </li></ul><ul><li>Manager. </li></ul>
  5. 5. A Model Curriculum for Applied Health Informatics <ul><li>Our Approach </li></ul><ul><li>to </li></ul><ul><li>Curriculum Development </li></ul>
  6. 6. A Model Curriculum for Applied Health Informatics Our Approach <ul><li>Define and characterize present and future AHI Macro-Roles. </li></ul><ul><ul><li>CIO  Director </li></ul></ul><ul><ul><li>Analyst  Internal Consultant </li></ul></ul><ul><li>Characterize the Challenges faced by AHIs in performing these roles. </li></ul><ul><ul><li>IT/IM Strategic Planning. </li></ul></ul><ul><ul><li>Procurement. </li></ul></ul><ul><li>Determine the Micro-Roles (sub-functions or tasks) AHIs must perform to address these challenges (identified a total of 184). </li></ul><ul><li>Identify the Skills, Knowledge and Experience (competencies) that will give the AHIs the required capabilities. </li></ul><ul><li>Define a Curriculum that imparts the skills, knowledge, and experience. </li></ul><ul><li>Local Objective: Design and develop a diploma program at the University </li></ul><ul><li>of Waterloo (EPHIP). </li></ul>Equate to job functions
  7. 7. A Model Curriculum for Applied Health Informatics Preliminary Work <ul><li>Initial planning think-tank in 1994 (Boal, Covvey, Dixon, MacNeill). </li></ul><ul><ul><li>Defined the AHI role. </li></ul></ul><ul><ul><li>Recognized the need for significant work to define a “body of skills”, and an AHI educ. program for people in the field. </li></ul></ul><ul><li>Developed early versions of the Macro-Roles, Challenges, etc. template. </li></ul><ul><li>Held focus sessions on role-types, challenges, micro-roles, skills. </li></ul><ul><ul><li>In April 1999, November 1999, January 2000. </li></ul></ul><ul><ul><li>Results: generated interest, and generated many improvements. </li></ul></ul><ul><li>In Summer of 1999 conceptualized the HEALNet curriculum </li></ul><ul><li>development process; application for funding submitted in Fall/99. </li></ul>
  8. 8. A Model Curriculum for Applied Health Informatics The Curriculum Development Process <ul><li>Obtained funding (MRC: COF- 37627 ) during the late Fall of 1999. </li></ul><ul><li>Performed stakeholder analysis and identified potential participants: </li></ul><ul><ul><li>HI curriculum developers. </li></ul></ul><ul><ul><li>HI teachers. </li></ul></ul><ul><ul><li>Potential and current HI students. </li></ul></ul><ul><ul><li>Employers (health and health-related industries). </li></ul></ul><ul><ul><li>Representatives of professional organizations. </li></ul></ul><ul><ul><li>Potential certifiers of HI professionals. </li></ul></ul><ul><li>Held a kick-off videoconference to prepare participants for work: </li></ul><ul><ul><li>11 locations across the U.S. and Canada participated. </li></ul></ul><ul><ul><li>Approximately 100 participants. </li></ul></ul><ul><li>Developed templates containing straw versions of Macro-Roles, Challenges, and Micro-Roles, as well as some competencies. </li></ul>
  9. 9. A Model Curriculum for Applied Health Informatics The Curriculum Development Process (2) <ul><li>Organized participants into 3 working groups, each with on-line (led by a facilitator) and offline components. </li></ul><ul><ul><li>Applied Health Informatics (AHI). [Covvey] </li></ul></ul><ul><ul><li>Research and Development Health Informatics (RDHI). [Zitner] </li></ul></ul><ul><ul><li>Clinician Health Informatics (CHI). [Bernstein] </li></ul></ul><ul><li>Convened ~10 2-hour on-line workshops involving each working group, beginning in March 2000. </li></ul><ul><ul><li>Enabled by document and audioconferencing (Sprint’s) </li></ul></ul><ul><ul><li>Edited and expanded templates; discussed issues. </li></ul></ul><ul><ul><li>Materials circulated to off-line participants via e-mail. </li></ul></ul><ul><li>Held a plenary session of all groups in June 2000 to review progress. </li></ul><ul><li>Completed on-line working group sessions in mid-September 2000. </li></ul>
  10. 10. A Model Curriculum for Applied Health Informatics The Curriculum Development Process (3) <ul><li>Currently are reviewing, collating, and tabulating products. </li></ul><ul><ul><li>Correlating Challenges with Macro-Roles (which position faces which challenges). </li></ul></ul><ul><ul><li>Documenting the Experience required versus each Challenge. </li></ul></ul><ul><ul><li>Performing individual quality reviews: 1-2 Challenges and their associated Micro-Roles and Competencies are reviewed for completeness by volunteers with relevant expertise. </li></ul></ul><ul><li>Plan to release draft versions of documentation Nov. – Dec. 2000. </li></ul><ul><ul><li>List of Macro-Roles and their definitions. </li></ul></ul><ul><ul><li>List of Challenges. </li></ul></ul><ul><ul><li>List of required Competencies relative to each challenge. </li></ul></ul><ul><ul><li>Mapping of Macro-Roles to Challenges. </li></ul></ul><ul><ul><li>Categorized (course-like) Competencies. </li></ul></ul><ul><ul><li>Guidelines for the definition of graduate level content. </li></ul></ul>
  11. 11. A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum Development <ul><li>Mary Lou Ackerman, csehc@saintelizabeth.com </li></ul><ul><li>Sten Ardal, Central East Health Info Partnership, ardal@cehip.org </li></ul><ul><li>Ann Bolster, bolsta@cma.ca </li></ul><ul><li>Jennifer Briand, HEALNet, briandj@fhs.csu.mcmaster.ca </li></ul><ul><li>Heidi Brown, Data General Inc., [email_address] </li></ul><ul><li>Dominic Covvey*, University of Waterloo, dcovvey@sprynet.com </li></ul><ul><li>Deborah Del Duca, C dn. Health Record Assoc . , delduca@ibm.net </li></ul><ul><li>Myrna Francis, IBM, [email_address] </li></ul><ul><li>Candace Gibson, U . of Western Ontario, candaceg@julian.uwo.ca </li></ul><ul><li>Alan Goldstein, Meditech, [email_address] </li></ul><ul><li>Theodore Hoekman, Mem . U. of Nfld., thoekman@morgan.ucs.mun.ca </li></ul><ul><li>Lewis Hooper, Private Consultant, [email_address] </li></ul>
  12. 12. A Model Curriculum for Applied Health Informatics Participants in AHI Curriculum Development <ul><li>Steven Huesing, Huesing and Associates, [email_address] </li></ul><ul><li>Carolyn Kay, Canadian Health Record Association, carokay@ibm.net </li></ul><ul><li>Kent Maclean, CIHI, kmaclean@cihi.ca </li></ul><ul><li>Janice MacNeill, Humber River Regional Hosp . , jmacneill@hrrh.on.ca </li></ul><ul><li>Naomi Mensink, N Mensink Consulting, nmensink@netcom.ca </li></ul><ul><li>David Mowat, Health Canada, david_mowat@hc-sc.gc.ca </li></ul><ul><li>Walter Panko, University of Illinois at Chicago, Wpanko@uic.edu </li></ul><ul><li>Keith Pearse, University of Alberta, kpearse@utah-inter.net </li></ul><ul><li>Denis Protti, University of Victoria, School of HIS, dprotti@uvic.ca </li></ul><ul><li>Annette Valenta, University of Illinois at Chicago, Valenta@uic.edu </li></ul><ul><li>Toby Walrod, University of Victoria, School of HIS, twalrod@uvic.ca </li></ul><ul><li>Patrick Yung, Health Information Services Program, yung@siast.sk.ca </li></ul>
  13. 13. A Model Curriculum for Applied Health Informatics <ul><li>AHI </li></ul><ul><li>Macro-Roles </li></ul>
  14. 14. A Model Curriculum for Applied Health Informatics AHI Macro-Roles <ul><ul><li>IT Leader (CIO, VPIS,) </li></ul></ul><ul><ul><li>Director IS </li></ul></ul><ul><ul><li>Clinical Informatician </li></ul></ul><ul><ul><li>IT/IM Resources/Project Manager </li></ul></ul><ul><ul><li>Internal Health IT Consultant </li></ul></ul><ul><ul><li>System/Applications Expert </li></ul></ul><ul><ul><li>Process Analyst </li></ul></ul><ul><ul><li>Evaluator </li></ul></ul><ul><ul><li>Educator/Trainer </li></ul></ul><ul><ul><li>Programmer-Deployment Support </li></ul></ul><ul><ul><li>Policy Planner </li></ul></ul>
  15. 15. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs
  16. 16. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) <ul><li>Collaboration. </li></ul><ul><li>Understanding of the Nature of the Health System and Current Issues, and Identification of Desired Outputs. </li></ul><ul><li>Formulation of IT/IM Components of the Strategic Plan. </li></ul><ul><li>IT/IM Strategic Business Planning, IT/IM Strategic Market Planning. </li></ul><ul><li>IT/IM Needs Analysis. </li></ul><ul><li>Determination of the Organization’s IT/IM Situation (IT/IM Audit). </li></ul><ul><li>Definition and Implementation of Organizational Approach to IT/IM, IT/IM Organizational Structure/Culture, and IS Department Structure/Culture. </li></ul><ul><li>Determination of the State of the Industry, Analysis of the Competition, and Identification of Viable Vendors and Solutions. </li></ul><ul><li>IT/IM Technology Assessment. </li></ul><ul><li>Evaluation, Adoption, and Implementation of Standards . </li></ul>
  17. 17. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) <ul><li>IT/IM-Related Policy Development. </li></ul><ul><li>Development of the Justification For and the Value of Systems. </li></ul><ul><li>Obtaining Consensus on Solutions, Budget, Plan. </li></ul><ul><li>Procurement of Solutions (Products and Services). </li></ul><ul><li>Re-engineering of Work and Information Management Processes. </li></ul><ul><li>Implementation of Solutions. </li></ul><ul><li>Planning and Day-to-Day Management of IT/IM Resources. </li></ul><ul><li>Management of Other’s (e.g., Population, System) Data (Quality Audits, Combining Data, Transmission, etc.). </li></ul><ul><li>Integration of Multiple Systems. </li></ul><ul><li>Maintenance and Support of Solutions. </li></ul><ul><li>Evaluation of Solution Outcomes. </li></ul><ul><li>Management of Change (Acting as Change Agent). </li></ul><ul><li>User, Customer, Inter-Departmental and Public Liaison, Relations, Communications, and Publication . </li></ul>
  18. 18. A Model Curriculum for Applied Health Informatics Challenges Faced by AHIs (30) <ul><li>Evaluation of Solution Outcomes. </li></ul><ul><li>Management of Change (Acting as Change Agent). </li></ul><ul><li>User, Customer, Inter-Departmental and Public Liaison, Relations, Communications, and Publication. </li></ul><ul><li>Continuing Education. </li></ul><ul><li>System and Methods Customization and Ad Hoc Development. </li></ul><ul><li>Utilization of Technology (Personal Productivity, Specific Tools). </li></ul><ul><li>General Day-to-Day Issues . </li></ul>
  19. 19. A Model Curriculum for Applied Health Informatics <ul><li>Example AHI Micro-Roles </li></ul>
  20. 20. A Model Curriculum for Applied Health Informatics Micro-Roles: Example (1) <ul><li>Challenge : Formulation of IT/IM Components of the Strat. Plan </li></ul><ul><ul><li>Micro-Roles: </li></ul></ul><ul><ul><ul><li>Comprehension of Organizational Strategy </li></ul></ul></ul><ul><ul><ul><li>Interpretation (e.g., Translating IT Concepts + Industry to Management; bridging) </li></ul></ul></ul><ul><ul><ul><li>Presentation of Potential Strategic Opportunities for IT/IM </li></ul></ul></ul><ul><ul><ul><li>Involvement of Senior Management in IT/IM Strategic Planning Process </li></ul></ul></ul><ul><ul><ul><li>Involvement of Other Stakeholders in the IT/IM SP Process </li></ul></ul></ul><ul><ul><ul><li>Development of IT/IM Responses (IT/IM Strategic Requirements) </li></ul></ul></ul><ul><ul><ul><li>Strategic Options Analysis </li></ul></ul></ul><ul><ul><ul><li>Development of Multi-Year Budget </li></ul></ul></ul><ul><ul><ul><li>Promoting the Plan and Budget Throughout the Organization and to the Board </li></ul></ul></ul><ul><ul><ul><li>Management of Expectations </li></ul></ul></ul>
  21. 21. A Model Curriculum for Applied Health Informatics Micro-Roles: Example (2) <ul><li>Challenge : Procurement of Solutions (Products and Services) . </li></ul><ul><ul><li>Micro-Roles (Non-Vendor): </li></ul></ul><ul><ul><ul><li>Mobilization and Mgmt of Stakeholder Participation in the Proc. Process </li></ul></ul></ul><ul><ul><ul><li>Development of Statement of Required Capabilities (Functional and Informational), Required Performance, Technologies, Other Requirements, and System Architecture </li></ul></ul></ul><ul><ul><ul><li>RFP or Other Procedure for Obtaining Vendor Responses </li></ul></ul></ul><ul><ul><ul><li>Management and Documentation of Site Visits, Demos, and Other Assessments </li></ul></ul></ul><ul><ul><ul><li>Assessment or Defn of Business Ethics Environment and Applic. Laws </li></ul></ul></ul><ul><ul><ul><li>Evaluation of Compliance of Vendors’ Offerings with Requirements and Architecture </li></ul></ul></ul><ul><ul><ul><li>Identification of Preferred Solutions </li></ul></ul></ul><ul><ul><ul><li>Preparation and Negotiation of Contracts </li></ul></ul></ul><ul><ul><ul><li>Contract Finalization and Ordering </li></ul></ul></ul>
  22. 22. A Model Curriculum for Applied Health Informatics <ul><li>AHI Skills and Knowledge </li></ul>
  23. 23. A Model Curriculum for Applied Health Informatics Example Skills and Knowledge <ul><li>Challenge : Formulation of IT/IM Components of the Strategic Plan </li></ul><ul><ul><li>Micro-Role: Comprehension of Organizational Strategy </li></ul></ul><ul><ul><ul><li>Skills: Listening Skills, Synthesizing Skills, Systems Thinking </li></ul></ul></ul><ul><ul><ul><li>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 </li></ul></ul></ul><ul><ul><li>Micro-Role: Interpretation (e.g., Translating IT Concepts + Industry to Management; bridging) </li></ul></ul><ul><ul><ul><li>Skills: Forecasting Skills, Communication Skills, Failure Analysis </li></ul></ul></ul><ul><ul><ul><li>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 </li></ul></ul></ul>
  24. 24. A Model Curriculum for Applied Health Informatics Example Skills and Knowledge <ul><li>Challenge: Formulation of IT/IM Components of the Strategic Plan </li></ul><ul><ul><li>Micro-Role: Presentation of Potential Strategic Opportunities for IT/IM </li></ul></ul><ul><ul><ul><li>Skills: Presentation Skills, Data Analysis Skills, Leadership Skills, Communication Skills, Interpretation, Teaching Skills </li></ul></ul></ul><ul><ul><ul><li>Knowledge: The Nature and Capabilities of Health IT/IM Vendors and Products, Infrastructural Technologies, The Nature and Operation of the Health System </li></ul></ul></ul><ul><li>  </li></ul><ul><ul><li>Micro-Role: Involvement of Senior Management in IT/IM Strategic Planning (SP) Process </li></ul></ul><ul><ul><ul><li>Skills: Motivation Techniques, Leadership Skills, Facilitation Skills, Communication Skills </li></ul></ul></ul><ul><ul><ul><li>Knowledge: Health System Management and Organization, Understanding Business and Clinical Processes, The IT/IM Strategies of Other Organizations </li></ul></ul></ul>
  25. 25. A Model Curriculum for Applied Health Informatics Skills and Knowledge Elements <ul><li>Identified: </li></ul><ul><ul><li>Skills: 203 </li></ul></ul><ul><ul><li>Knowledge Elements: 167 </li></ul></ul><ul><li>These were subsumed under 22 “competency categories” that roughly correlate with courses or course modules. </li></ul><ul><ul><li>Some might be pre-requisites. </li></ul></ul>
  26. 26. A Model Curriculum for Applied Health Informatics <ul><li>AHI Competency Categories </li></ul>
  27. 27. A Model Curriculum for Applied Health Informatics Competency Categories <ul><li>We have identified 22 competency categories: </li></ul><ul><ul><li>Personal Competencies for AHI Professionals </li></ul></ul><ul><ul><li>General Computing Competencies for AHI Professionals </li></ul></ul><ul><ul><li>Health Computing Competencies for AHI Professionals </li></ul></ul><ul><ul><li>Key IT Usage Competencies for AHI Professionals </li></ul></ul><ul><ul><li>General Health System-Related Competencies </li></ul></ul><ul><ul><li>General Business and Management Competencies </li></ul></ul><ul><ul><li>General IS Department Management Competencies </li></ul></ul><ul><ul><li>Team and Human Resources Management Competencies </li></ul></ul><ul><ul><li>Re-Engineering and Management of Change Competencies </li></ul></ul><ul><ul><li>Strategic and Operational Planning Competencies </li></ul></ul><ul><ul><li>Assessment of the Value, Effects, and Cost of IT (Competencies) </li></ul></ul>
  28. 28. A Model Curriculum for Applied Health Informatics Competency Categories <ul><li>We have identified 22 competency categories (2): </li></ul><ul><ul><li>General Technology/Systems Life-Cycle Management Competencies </li></ul></ul><ul><ul><li>Procurement Competencies </li></ul></ul><ul><ul><li>Systems Implementation and Integration Competencies </li></ul></ul><ul><ul><li>Systems Maintenance and Support Competencies </li></ul></ul><ul><ul><li>System Customization/Ad Hoc Development Competencies </li></ul></ul><ul><ul><li>Project Management Competencies </li></ul></ul><ul><ul><li>Education and Training Competencies </li></ul></ul><ul><ul><li>Vendor/Service Provider Competencies </li></ul></ul><ul><ul><li>User and Process Observation and Assessment Competencies </li></ul></ul><ul><ul><li>Security Management Competencies </li></ul></ul><ul><ul><li>Information and Data Collection, Analysis and Management Competencies </li></ul></ul>
  29. 29. A Model Curriculum for Applied Health Informatics <ul><li>Example Competency Category </li></ul><ul><li>With </li></ul><ul><li>Skills and Knowledge </li></ul>
  30. 30. A Model Curriculum for Applied Health Informatics Example Competency Category <ul><li>Procurement Competencies </li></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><ul><li>Acceptance Testing Method/Procedure </li></ul></ul></ul><ul><ul><ul><li>Compliance Analysis Techniques </li></ul></ul></ul><ul><ul><ul><li>Contract Framework </li></ul></ul></ul><ul><ul><ul><li>Contract Negotiation Technique </li></ul></ul></ul><ul><ul><ul><li>Procurement Method (Including RFI/Q and RFP Writing, Site Visit Design and Analysis Technique, Demo Design and Analysis Technique) </li></ul></ul></ul><ul><ul><ul><li>Needs Analysis Method </li></ul></ul></ul><ul><ul><ul><li>Scenario Development Skills </li></ul></ul></ul><ul><ul><ul><li>User Group Framework </li></ul></ul></ul><ul><ul><ul><li>User Satisfaction and Acceptance Analysis and Management </li></ul></ul></ul><ul><ul><ul><li>Vendor Viability Assessment Framework </li></ul></ul></ul><ul><ul><ul><li>Vendor/Product Comparison Framework </li></ul></ul></ul>
  31. 31. A Model Curriculum for Applied Health Informatics Example Competency Category <ul><li>Procurement Competencies </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><ul><li>Application Domain, Knowledge of Specific </li></ul></ul></ul><ul><ul><ul><li>Contract Development, Principles of </li></ul></ul></ul><ul><ul><ul><li>Corporate Strategy and Current Offerings, Knowledge of </li></ul></ul></ul><ul><ul><ul><li>Health IT Product Knowledge, Basic </li></ul></ul></ul><ul><ul><ul><li>Health IT/IM Vendors and Products , The Nature and Capab . of </li></ul></ul></ul><ul><ul><ul><li>Industry M k ting, Promotion, and Sales Techniques, Knowledge of </li></ul></ul></ul><ul><ul><ul><li>Needs Assessment and Evaluation, Principles of </li></ul></ul></ul><ul><ul><ul><li>Product/Vendor State-of-the-Art, Knowledge of </li></ul></ul></ul><ul><ul><ul><li>Products, Knowledge of Specific </li></ul></ul></ul><ul><ul><ul><li>Requirements, Knowledge of Specific </li></ul></ul></ul><ul><ul><ul><li>System Testing and Validation, Principles of </li></ul></ul></ul><ul><ul><ul><li>User Acceptance Analysis, Principles of </li></ul></ul></ul><ul><ul><ul><li>User Modeling, Principles of </li></ul></ul></ul><ul><ul><ul><li>Vendor Marketplace, Knowledge of </li></ul></ul></ul><ul><ul><ul><li>Vendor Values, Knowledge of </li></ul></ul></ul>
  32. 32. A Model Curriculum for Applied Health Informatics <ul><li>Next Steps </li></ul>
  33. 33. A Model Curriculum for Applied Health Informatics Next Steps <ul><li>Packaging and Publication of initial products of all 3 curriculum development efforts. </li></ul><ul><li>Consultation process: circulation to interested parties for improvement. </li></ul><ul><li>Place materials on their permanent website. </li></ul><ul><li>Development of a tool for students to determine educational needs. </li></ul><ul><li>Development of a tool for recruiters and human resources specialists to determine competency requirements for positions. </li></ul>
  34. 34. A Model Curriculum for Applied Health Informatics <ul><li>The U of Waterloo </li></ul><ul><li>Diploma in AHI Program </li></ul>
  35. 35. A Model Curriculum for Applied Health Informatics Orientation of the U of Waterloo Program <ul><li>A special emphasis will be placed on the skills component of the curriculum. </li></ul><ul><ul><li>This will make the program most relevant to AHI practioners. </li></ul></ul><ul><li>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. </li></ul><ul><li>We believe these micro-courses will be highly suited to adult learning patterns. </li></ul><ul><li>They will be presented via distance education techniques (audio plus document conferencing) to ad dress the needs of those already in the field. </li></ul><ul><li>For further information, contact: dcovvey@sprynet.com [email_address] </li></ul>
  36. 36. A Model Curriculum for Applied Health Informatics <ul><li>Questions, Answers, and Discussion </li></ul>
  37. 37. A Model Curriculum for Applied Health Informatics <ul><li>Reserve Slides </li></ul>
  38. 38. A Model Curriculum for Applied Health Informatics The Applied Health Informatician <ul><li>Information and information technology… </li></ul><ul><ul><li>Needs and requirements elucidators. </li></ul></ul><ul><ul><li>Problem characterizers, clarifiers, and solvers. </li></ul></ul><ul><ul><li>Solution finders and procurers. </li></ul></ul><ul><ul><li>Solution deployers, implementers, and evaluators. </li></ul></ul><ul><ul><li>Solution and resources managers. </li></ul></ul><ul><li>The AHI is driven by the needs of the health environment. </li></ul><ul><li>AHIs must be able: </li></ul><ul><ul><li>to understand the problem and the need for solutions. </li></ul></ul><ul><ul><li>To consider alternate solutions and determine the optimal solution </li></ul></ul><ul><ul><li>deliver the solution that addresses the need. </li></ul></ul><ul><li>We contrast this with Theoretical Health Informaticians, who are </li></ul><ul><li>fundamentally scientists, conceivers of new knowledge and creators of </li></ul><ul><li>new tools, often driven by their own interests. </li></ul>
  39. 39. A Model Curriculum for Applied Health Informatics Health IT Deployment Models <ul><li>Employers of AHIs: As-Is Technology Deployers </li></ul><ul><ul><li>Use proven COTS. </li></ul></ul><ul><ul><li>Are risk aversive. </li></ul></ul><ul><ul><li>Creativity is focused on implementation and gaining value. </li></ul></ul><ul><ul><li>Not developers. </li></ul></ul><ul><li>Employers of RDHIs: Innovators/Academic Organizations </li></ul><ul><ul><li>Early adopters (alpha or beta), developers, customizers. </li></ul></ul><ul><ul><li>Risk takers. </li></ul></ul><ul><ul><li>Creativity focused on creating functionality and capability. </li></ul></ul><ul><ul><li>Two types: </li></ul></ul><ul><ul><ul><li>True Innovators: develop new solutions. </li></ul></ul></ul><ul><ul><ul><li>Limited Innovators: adopt bleeding edge solutions. </li></ul></ul></ul><ul><li>Hybrids: </li></ul><ul><ul><li>Mixed approach: mostly COTS, but some development or customization. </li></ul></ul>
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