Years ago, I used to get asked on a regular basis, What is Medical/Biomedical/Health Informatics? To answer this question, I created a Web site that attempted to answer it. Later on, I added some voice-over-Powerpoint lectures, which also provided me the opportunity to demonstrate the technologies we use in our distance learning program at Oregon Health & Science University (OHSU). In 2007, the site was accepted for listing in the Association of American Medical College (AAMC) online medical educational resource, MedEdPortal.
Keeping a site like this up to date is no small feat, especially at a time like this, when many people in the field are very busy carrying out work related to the Health Information Technology for Clinical and Economic Health (HITECH) Act. As readers of previous postings in this blog know, I have been very busy leading OHSU's contributions to the HITECH Workforce Development Program.
For this reason, the site had grown out of date, with its last major update in 2009, when the HITECH Act had just been passed. I am pleased to announce that I have now updated the lecture and references on the site to include not only everything related to HITECH, but also advances in other areas of biomedical and health informatics, including bioinformatics, information retrieval, and telemedicine.
The site still includes my voice-over-Powerpoint lectures, which have now expanded to about 2 hours and 40 minutes, but are still divided into seven segments. On almost every slide, I could go into even more detail. If nothing else, this site will hopefully whet peoples' appetites for the 10x10 program, the OHSU graduate program, or other programs.
The educational methods I use on this site mirror my on-line teaching. I have always found great value in voice-over-Powerpoint lectures, especially using the Articulate tool that provides the slides and sound in Flash format and also allows easy navigation among the slides. I also provide MP3 files of the slide audio (one MP3 per segment) as well as PDF files of the slides themselves (one PDF per segment). In addition, I provide another PDF that has references to all of the papers, reports, books, and other citations in the lecture. The site also contains a list of key textbooks as well as links to some of my papers and to important organizations and other sites for the field.
I look forward to receiving feedback from people and take full responsibility for any errors in any of the materials I have produced.
Showing posts with label clinical informatics. Show all posts
Showing posts with label clinical informatics. Show all posts
Monday, September 5, 2011
Monday, May 23, 2011
Physician Certification in Informatics
I am frequently asked about the status of certification of physicians in informatics. I did touch on this topic briefly in my posting on informatics opportunities for physicians last fall, but let me address the question of certification in more detail in this posting.
The motivation for physician certification in informatics is to recognize the growing stature and need for professional expertise of physicians who spend a significant amount of their time performing informatics-related duties. This includes not only the growing role of the Chief Medical Informatics Officer (CMIO), but other jobs where a physician draws on his or her expertise at the intersection of medicine and informatics.
The "gold standard" for any type of certification of physicians is board certification. There are currently 24 specialty boards (e.g., internal medicine, family medicine, pediatrics, surgery, radiology, preventive medicine, etc.), most of which have subspecialty boards as well (e.g., cardiology, hematology/oncology, and general internal medicine in internal medicine). Some subspecialties, such as geriatrics and palliative medicine, are offered by more than one specialty board. This will be the model for the clinical informatics subspecialty, and in fact the goal will be for it to be offered by all 24 specialty boards.
A comprehensive overview of the rationale and plan for developing the clinical informatics subspecialty was published in early 2010 by Detmer et al. [1]. This paper described the development of medical specialties and subspecialties generally and in the context of the new proposed subspecialty of clinical informatics. A more recent overview of the status board specialties was published last year and included mention of the proposed one for clinical informatics [2].
The proposal to establish the clinical informatics subspecialty was developed by the American Medical Informatics Association (AMIA) and submitted to the ABMS in 2010. The lead board submitting the proposal was the American Board of Preventive Medicine (ABPM), which has since been joined by the American Board of Pathology. The proposal had its first "reading" in early 2011, with a second reading and possible vote coming in September, 2011.
Certification in clinical informatics will work like any other multi-board subspecialty. To become certified, a physician will need to meet certain training requirements and then pass a certification exam. In the early years (usually the first five years of a specialty's existence), those with a certain level of experience will be able to "grandfather" in on the training requirements in a "practice track" and certify by passing the exam only. Those training after the initial practice track period will be required to complete some sort of fellowship in the specialty. The practice track requirements for clinical informatics will be determined after the ABMS approves the subspecialty and will likely apply to those with some defined level of time and depth of experience in clinical informatics settings.
If the ABMS proposal is approved, the ABPM will begin development of a certification exam, which will likely become available in the fall of 2012 for those meeting the practice track requirements. The next step will be to define the requirements for clinical fellowships in clinical informatics and their accreditation by the Accreditation Committee for Graduate Medical Education (ACGME), which accredits residency and specialty fellowship training programs.
Papers published in JAMIA in 2009 laid out the details of the core curriculum [3] and training requirements [4] for the subspecialty. These were developed over a two-year process, funded by a grant to AMIA in 2007 from the Robert Wood Johnson Foundation. Two task forces were convened to address the core curriculum and training requirements. (I was a member of the latter.) These task forces led to the ABMS proposal that is currently under review.
Even though the process for establishing the subspecialty is well-defined, a number of questions remain. One question is how many healthcare organizations and others will require their physician-informatician practitioners to be certified. Another question, very critical to academic informatics units, is what will be the role for formal didactic education, especially that offered by distance learning. Programs such as ours at OHSU have been a popular vehicle for physicians and others to become informatics practitioners. The distance learning aspect has been especially valuable, as many clinicians enter informatics careers after they have established their clinical careers. The graduate-level education approach has been validated by the strong uptake of these programs as well as the more recent funding for them though the Office of National Coordinator for Health Information Technology (ONC) University-Based Training (UBT) Program, including the OHSU offering. I am hopeful that ACGME will adopt flexibility in the clinical informatics fellowship program educational programs, including possibly allowing organizations like OHSU to provide the coursework portion of the training requirements in settings where a large educational infrastructure is not available.
Professional recognition is important for any discipline, especially within medicine. This includes the growing number of informatics practitioners. Within medicine, the best approach to professional recognition is formal board certification. To that end, I look forward to seeing the specialty approach develop and thrive. As I am personally still board-certified in internal medicine, I hope to be able to become subcertified in clinical informatics myself.
References
[1] Detmer, D., Munger, B., et al. (2010). Clinical informatics board certification: history, current status, and predicted impact on the medical informatics workforce. Applied Clinical Informatics, 1: 11-18.
[2] Cassel, C. and Reuben, D. (2011). Specialization, subspecialization, and subsubspecialization in internal medicine. New England Journal of Medicine, 364: 1169-1173.
[3] Gardner, R., Overhage, J., et al. (2009). Core content for the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 153-157.
[4] Safran, C., Shabot, M., et al. (2009). ACGME program requirements for fellowship education in the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 158-166.
The motivation for physician certification in informatics is to recognize the growing stature and need for professional expertise of physicians who spend a significant amount of their time performing informatics-related duties. This includes not only the growing role of the Chief Medical Informatics Officer (CMIO), but other jobs where a physician draws on his or her expertise at the intersection of medicine and informatics.
The "gold standard" for any type of certification of physicians is board certification. There are currently 24 specialty boards (e.g., internal medicine, family medicine, pediatrics, surgery, radiology, preventive medicine, etc.), most of which have subspecialty boards as well (e.g., cardiology, hematology/oncology, and general internal medicine in internal medicine). Some subspecialties, such as geriatrics and palliative medicine, are offered by more than one specialty board. This will be the model for the clinical informatics subspecialty, and in fact the goal will be for it to be offered by all 24 specialty boards.
A comprehensive overview of the rationale and plan for developing the clinical informatics subspecialty was published in early 2010 by Detmer et al. [1]. This paper described the development of medical specialties and subspecialties generally and in the context of the new proposed subspecialty of clinical informatics. A more recent overview of the status board specialties was published last year and included mention of the proposed one for clinical informatics [2].
The proposal to establish the clinical informatics subspecialty was developed by the American Medical Informatics Association (AMIA) and submitted to the ABMS in 2010. The lead board submitting the proposal was the American Board of Preventive Medicine (ABPM), which has since been joined by the American Board of Pathology. The proposal had its first "reading" in early 2011, with a second reading and possible vote coming in September, 2011.
Certification in clinical informatics will work like any other multi-board subspecialty. To become certified, a physician will need to meet certain training requirements and then pass a certification exam. In the early years (usually the first five years of a specialty's existence), those with a certain level of experience will be able to "grandfather" in on the training requirements in a "practice track" and certify by passing the exam only. Those training after the initial practice track period will be required to complete some sort of fellowship in the specialty. The practice track requirements for clinical informatics will be determined after the ABMS approves the subspecialty and will likely apply to those with some defined level of time and depth of experience in clinical informatics settings.
If the ABMS proposal is approved, the ABPM will begin development of a certification exam, which will likely become available in the fall of 2012 for those meeting the practice track requirements. The next step will be to define the requirements for clinical fellowships in clinical informatics and their accreditation by the Accreditation Committee for Graduate Medical Education (ACGME), which accredits residency and specialty fellowship training programs.
Papers published in JAMIA in 2009 laid out the details of the core curriculum [3] and training requirements [4] for the subspecialty. These were developed over a two-year process, funded by a grant to AMIA in 2007 from the Robert Wood Johnson Foundation. Two task forces were convened to address the core curriculum and training requirements. (I was a member of the latter.) These task forces led to the ABMS proposal that is currently under review.
Even though the process for establishing the subspecialty is well-defined, a number of questions remain. One question is how many healthcare organizations and others will require their physician-informatician practitioners to be certified. Another question, very critical to academic informatics units, is what will be the role for formal didactic education, especially that offered by distance learning. Programs such as ours at OHSU have been a popular vehicle for physicians and others to become informatics practitioners. The distance learning aspect has been especially valuable, as many clinicians enter informatics careers after they have established their clinical careers. The graduate-level education approach has been validated by the strong uptake of these programs as well as the more recent funding for them though the Office of National Coordinator for Health Information Technology (ONC) University-Based Training (UBT) Program, including the OHSU offering. I am hopeful that ACGME will adopt flexibility in the clinical informatics fellowship program educational programs, including possibly allowing organizations like OHSU to provide the coursework portion of the training requirements in settings where a large educational infrastructure is not available.
Professional recognition is important for any discipline, especially within medicine. This includes the growing number of informatics practitioners. Within medicine, the best approach to professional recognition is formal board certification. To that end, I look forward to seeing the specialty approach develop and thrive. As I am personally still board-certified in internal medicine, I hope to be able to become subcertified in clinical informatics myself.
References
[1] Detmer, D., Munger, B., et al. (2010). Clinical informatics board certification: history, current status, and predicted impact on the medical informatics workforce. Applied Clinical Informatics, 1: 11-18.
[2] Cassel, C. and Reuben, D. (2011). Specialization, subspecialization, and subsubspecialization in internal medicine. New England Journal of Medicine, 364: 1169-1173.
[3] Gardner, R., Overhage, J., et al. (2009). Core content for the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 153-157.
[4] Safran, C., Shabot, M., et al. (2009). ACGME program requirements for fellowship education in the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 158-166.
Thursday, February 24, 2011
Follow-up from HIMSS
This year's Healthcare Information Management and Systems Society (HIMSS) Annual Conference in Orlando, Florida was interesting and enjoyable as always. Clearly the focus was on healthcare organizations and vendors achieving meaningful use of electronic health records (EHRs) . However, there was also plenty of other buzz on topics such as health information exchange, the impact of the departure of Dr. Blumenthal, and changes going on in Washington, DC.
There was also, of course, much talk about health IT workforce issues and the ONC Workforce Development Program. I was video-interviewed on aspects of the topic by:
There was also, of course, much talk about health IT workforce issues and the ONC Workforce Development Program. I was video-interviewed on aspects of the topic by:
- Joseph Conn of Modern Healthcare, who produced a six and a half minute video on workforce issues and educational programs
- Mary Stevens of CMIO Magazine, who produced a three and a half minute video on education and career opportunities for physicians, especially those aspire to be CMIOs.
Tuesday, November 9, 2010
Selected to the Informatics All-Star Team!
This past week I was awarded with a gratifying honor. I was named by Modern Healthcare magazine as one of the Top 25 Clinical Informaticists in the US. I am truly honored to be among this group, which I view as a kind of all-star team for clinical informatics. I am also grateful to OHSU student Paul DeMuro who nominated me for the honor.
Unfortunately, the article describing the awardees in detail is password-protected. However, the list of the 25 awardees and a brief statement about them, including me, is freely accessible.
A big part of this honor has to do with the fact that I am, as the magazine notes, the only full-time educator among the 25. (There are a few other academics, such as Blackford Middleton and Chris Longhurst.) I am delighted that the award committee chose to recognize the value of informatics education as an important part of clinical informatics.
This is actually not my only recent appearance on a "top" list. A blog called HealthTechTopia named me among the Top 10 Most Influential Informatics Professors.
Unfortunately, the article describing the awardees in detail is password-protected. However, the list of the 25 awardees and a brief statement about them, including me, is freely accessible.
A big part of this honor has to do with the fact that I am, as the magazine notes, the only full-time educator among the 25. (There are a few other academics, such as Blackford Middleton and Chris Longhurst.) I am delighted that the award committee chose to recognize the value of informatics education as an important part of clinical informatics.
This is actually not my only recent appearance on a "top" list. A blog called HealthTechTopia named me among the Top 10 Most Influential Informatics Professors.
Friday, July 30, 2010
Core competencies of meaningful use for people, organizations, and systems
As an educator, I often think of competencies, which are the knowledge, skills, and attitudes we hope that students obtain from the education we deliver. As I think about competencies related to meaningful use (MU), I see that there are competencies not only that people must have, but also organizations and even the information systems they are deploying. The final MU rules make it clear that there are a number of competencies that people, organizations, and systems must have to succeed with the HITECH agenda.
The list of MU criteria and what must be done to implement them are a veritable textbook of clinical informatics. They also include some additional competencies from other sub-areas of biomedical and health informatics as well.
Clearly the major competency area for MU is clinical informatics. Individuals, their organizations, and their information systems must have a thorough understanding of most of the tenets of clinical informatics. A list of what competencies are needed and why includes the following:
There are more competencies that one must have across for all uses of health information technology and the even-larger field of biomedical and health informatics. Nonetheless, competency in MU is something that all people, organizations, and systems that deal with health must know about. Many must master it, not only to achieve the short-term objectives and funding of HITECH, but also to provide a patient-centered, evidence-based, and cost-effective healthcare system for the 21st century.
The list of MU criteria and what must be done to implement them are a veritable textbook of clinical informatics. They also include some additional competencies from other sub-areas of biomedical and health informatics as well.
Clearly the major competency area for MU is clinical informatics. Individuals, their organizations, and their information systems must have a thorough understanding of most of the tenets of clinical informatics. A list of what competencies are needed and why includes the following:
- Clinical data, e.g., demographics, vital signs, problem lists, medications, structured data, advance directives
- Clinical decision support - rules, drug-drug and related checks, medication reconciliation
- Computerized provider order entry
- Health information exchange
- Privacy and security
- Healthcare quality
- Organizational and project management
- Standards and interoperability - e.g., HL7, ICD-9, SNOMED, LOINC, CCR/CCD, etc.
There are more competencies that one must have across for all uses of health information technology and the even-larger field of biomedical and health informatics. Nonetheless, competency in MU is something that all people, organizations, and systems that deal with health must know about. Many must master it, not only to achieve the short-term objectives and funding of HITECH, but also to provide a patient-centered, evidence-based, and cost-effective healthcare system for the 21st century.
Saturday, April 10, 2010
ONC Grant Provides Financial Aid for Clinical Informatics Education
My last posting noted that Oregon Health & Science University (OHSU) was awarded two grants totaling $5.8 million in American Recovery and Reinvestment Act (ARRA) funds to advance health information technology (HIT) education. In this entry, I will begin to describe the details, especially for those who might be eligible for this funding. This posting contains the initial text of what will be a continually updated page for those interested in the program.
One of the grants is for direct financial aid for students studying in HIT-related fields. In the case of OHSU, this funding will support the education of approximately 150 students over the next three years in OHSU's Biomedical Informatics Graduate Program. These funds will support tuition and fees for about 45 new students per year to enroll in and complete the university's online Graduate Certificate Program in Biomedical Informatics. The funding will also enable two cohorts of around students to enroll in OHSU's on-campus Master of Biomedical Informatics (MBI) Program, including a stipend and student health insurance. This funding is provided via a training grant from the Office of the National Coordinator for Health IT (ONC).
There are some restrictions on this funding beyond the usual program requirements:
Details of the admissions process are being finalized and applications will be available in mid-May for Fall 2010 admission. Please check this page frequently for more details. By mid-April, this page will include a sign-up form for students who wish to receive email updates on the status of the program.
ONC Program Details
OHSU's eight-course Graduate Certificate Program is entirely online and can be completed in two to four academic quarters. Students who are funded through this program will receive support for their tuition expenses and must complete its requirements within one year. (The Health Information Management Track of the Graduate Certificate Program requires additional courses which will be fully funded under this program.)
The Master of Biomedical Informatics (MBI) degree program requires about 1 1/2 years of full-time study. The funding provides MBI students with tuition support, a stipend and student health insurance.
Students receiving financial aid will be required to choose among six career paths defined by ONC:
More About Our Program
OHSU offers a full range of graduate programs in biomedical informatics for cutting-edge and rewarding careers using information and associated technologies to advance individual health, healthcare, biomedical research, and public health. There are two main tracks in the program: clinical informatics and bioinformatics/computational biology. The clinical informatics track, with the exception of the PhD program, is available via distance learning. Other forms of financial aid, such as our National Library of Medicine Training Grant, are available for full-time on-campus PhD or postdoctoral master's students in both tracks.
One of the grants is for direct financial aid for students studying in HIT-related fields. In the case of OHSU, this funding will support the education of approximately 150 students over the next three years in OHSU's Biomedical Informatics Graduate Program. These funds will support tuition and fees for about 45 new students per year to enroll in and complete the university's online Graduate Certificate Program in Biomedical Informatics. The funding will also enable two cohorts of around students to enroll in OHSU's on-campus Master of Biomedical Informatics (MBI) Program, including a stipend and student health insurance. This funding is provided via a training grant from the Office of the National Coordinator for Health IT (ONC).
There are some restrictions on this funding beyond the usual program requirements:
- Students must be U.S. citizens or permanent residents.
- Students must not have been enrolled in the OHSU or any other informatics or health information technology educational program on or before December 17, 2009 (i.e., current students are not eligible). This restriction does not apply to students who have completed only the OHSU-AMIA 10x10 Program.
- Students pursuing the Graduate Certificate Program must complete the program within one academic year.
- Students pursuing the Master of Biomedical Informatics (MBI) Program must enroll as full-time on-campus students to receive the stipend and student health insurance.
- Students must declare one of six job roles defined by ONC and follow a course of study commensurate with that role.
Details of the admissions process are being finalized and applications will be available in mid-May for Fall 2010 admission. Please check this page frequently for more details. By mid-April, this page will include a sign-up form for students who wish to receive email updates on the status of the program.
ONC Program Details
OHSU's eight-course Graduate Certificate Program is entirely online and can be completed in two to four academic quarters. Students who are funded through this program will receive support for their tuition expenses and must complete its requirements within one year. (The Health Information Management Track of the Graduate Certificate Program requires additional courses which will be fully funded under this program.)
The Master of Biomedical Informatics (MBI) degree program requires about 1 1/2 years of full-time study. The funding provides MBI students with tuition support, a stipend and student health insurance.
Students receiving financial aid will be required to choose among six career paths defined by ONC:
- Clinician/public health leader
- Health information management and exchange specialist
- Health information privacy and security specialist
- Research and development scientist
- Programmers and software engineer
- Health IT sub-specialist
More About Our Program
OHSU offers a full range of graduate programs in biomedical informatics for cutting-edge and rewarding careers using information and associated technologies to advance individual health, healthcare, biomedical research, and public health. There are two main tracks in the program: clinical informatics and bioinformatics/computational biology. The clinical informatics track, with the exception of the PhD program, is available via distance learning. Other forms of financial aid, such as our National Library of Medicine Training Grant, are available for full-time on-campus PhD or postdoctoral master's students in both tracks.
Wednesday, April 7, 2010
OHSU Awarded $5.8 Million to Expand Health Information Technology Education
The "holding pattern" (see last post) has ended, and most of the ARRA/HITECH funding has now been awarded. Last week, OHSU received word that two grants for curriculum development and student financial aid from ARRA Section 3016 Health IT Workforce Development will be funded. In the near future, I will share more information and thoughts about the workforce funding programs, their implications for informatics education and the profession, and some of the other ARRA/HITECH-funded programs. In the meantime, however, I share below the text of the press release from OHSU.
04/07/10 Portland, Ore.
Oregon Health & Science University has been awarded $5.8 million in American Recovery and Reinvestment Act (ARRA) funds to advance the widespread adoption and meaningful use of health information technology (HIT) by educating professionals to work in this rapidly growing field.
The funding is provided in two competitively awarded grants. One will directly support the education of about 150 additional students over three years in OHSU’s biomedical informatics graduate program while establishing additional capacity that will meet the ongoing needs of an expanded work force. The other award will establish a national dissemination resource for health IT curricula at OHSU.
The stimulus funds, awarded by the Office of the National Coordinator for Health Information Technology, will enable OHSU to help educate the estimated 50,000 professionals needed to convert the entire country to electronic health records by the year 2014. The recovery act authorizes an estimated $40 billion to achieve this goal.
“We are delighted to be able to contribute to the national initiative to educate the health IT professional work force that will be required to lead the widespread adoption of electronic health records,” says William Hersh, M.D., professor and chairman of OHSU’s Department of Medical Informatics and Clinical Epidemiology. “This work force is a key requirement for achieving ‘meaningful use’ of health information technology that will help to improve the quality and safety of health care while lowering its costs.”
Through this recovery act funding, OHSU will provide financial aid for nearly 140 new students to enroll in and complete the university’s online Graduate Certificate Program in Biomedical Informatics. The funding also will allow at least 12 students to enroll in and complete OHSU’s on-campus master's degree program. All financial aid under this grant is for students in graduate-level programs requiring a minimum of a bachelor’s degree for admission.
Students receiving financial aid will be required to choose among six career paths:
• Clinician/public health leader
• Health information management and exchange specialist
• Health information privacy and security specialist
• Research and development scientist
• Programmers and software engineer
• Health IT sub-specialist
The eight-course graduate certificate program is entirely online and and can be completed in two to three academic quarters. Students who are funded through this program will receive support for their tuition expenses and must complete its requirements within one year.
The master’s degree program requires about 1½ years of full-time study. The funding will not only provide these students with tuition support, but includes a stipend and student health insurance.
“Biomedical informatics is a growing field with opportunities for people with a variety of backgrounds, especially in health care, computer science and information technology,” added Hersh. “Although this funding is focused on training professionals to implement electronic health records, there are numerous other career opportunities in such areas as personal health records, telemedicine, clinical and translational research, and bioinformatics.”
The National Training and Dissemination Center will support a total of five Curriculum Development Centers, one of which will be housed at OHSU. Together, the five centers will develop curricula for the five community college consortia being established to train community college students in HIT. These curricula will also be made available to institutions of higher education throughout the nation. The National Training and Dissemination Center will house the curricula on a dedicated Web site, train community college faculty in its use, and collect and disseminate feedback on its content.
The Curriculum Development Center at OHSU is a partnership between OHSU and four local community colleges — Portland Community College, Mt. Hood Community College, Lane Community College and Umpqua Community College.OHSU and community college faculty will collaborate to tailor the curricula for community college students.
OHSU is an established national leader in health information technology education. Its existing educational programs are among the largest in the country, and it has led many innovations, such as the 10x10 (“ten by ten”) program in partnership with the American Medical Informatics Association, which aims to train 10,000 health care professionals in biomedical informatics by the year 2010.
Students will be able to enroll in the new programs this fall. More information about student financial aid opportunities will be available on the OHSU Department of Medical Informatics and Clinical Epidemiology Web site in early May. In the meantime, for descriptions of the Graduate Certificate and Master’s degree programs or to sign up to receive further information when it becomes available visit: http://www.ohsu.edu/dmice.
04/07/10 Portland, Ore.
Oregon Health & Science University has been awarded $5.8 million in American Recovery and Reinvestment Act (ARRA) funds to advance the widespread adoption and meaningful use of health information technology (HIT) by educating professionals to work in this rapidly growing field.
The funding is provided in two competitively awarded grants. One will directly support the education of about 150 additional students over three years in OHSU’s biomedical informatics graduate program while establishing additional capacity that will meet the ongoing needs of an expanded work force. The other award will establish a national dissemination resource for health IT curricula at OHSU.
The stimulus funds, awarded by the Office of the National Coordinator for Health Information Technology, will enable OHSU to help educate the estimated 50,000 professionals needed to convert the entire country to electronic health records by the year 2014. The recovery act authorizes an estimated $40 billion to achieve this goal.
“We are delighted to be able to contribute to the national initiative to educate the health IT professional work force that will be required to lead the widespread adoption of electronic health records,” says William Hersh, M.D., professor and chairman of OHSU’s Department of Medical Informatics and Clinical Epidemiology. “This work force is a key requirement for achieving ‘meaningful use’ of health information technology that will help to improve the quality and safety of health care while lowering its costs.”
Through this recovery act funding, OHSU will provide financial aid for nearly 140 new students to enroll in and complete the university’s online Graduate Certificate Program in Biomedical Informatics. The funding also will allow at least 12 students to enroll in and complete OHSU’s on-campus master's degree program. All financial aid under this grant is for students in graduate-level programs requiring a minimum of a bachelor’s degree for admission.
Students receiving financial aid will be required to choose among six career paths:
• Clinician/public health leader
• Health information management and exchange specialist
• Health information privacy and security specialist
• Research and development scientist
• Programmers and software engineer
• Health IT sub-specialist
The eight-course graduate certificate program is entirely online and and can be completed in two to three academic quarters. Students who are funded through this program will receive support for their tuition expenses and must complete its requirements within one year.
The master’s degree program requires about 1½ years of full-time study. The funding will not only provide these students with tuition support, but includes a stipend and student health insurance.
“Biomedical informatics is a growing field with opportunities for people with a variety of backgrounds, especially in health care, computer science and information technology,” added Hersh. “Although this funding is focused on training professionals to implement electronic health records, there are numerous other career opportunities in such areas as personal health records, telemedicine, clinical and translational research, and bioinformatics.”
The National Training and Dissemination Center will support a total of five Curriculum Development Centers, one of which will be housed at OHSU. Together, the five centers will develop curricula for the five community college consortia being established to train community college students in HIT. These curricula will also be made available to institutions of higher education throughout the nation. The National Training and Dissemination Center will house the curricula on a dedicated Web site, train community college faculty in its use, and collect and disseminate feedback on its content.
The Curriculum Development Center at OHSU is a partnership between OHSU and four local community colleges — Portland Community College, Mt. Hood Community College, Lane Community College and Umpqua Community College.OHSU and community college faculty will collaborate to tailor the curricula for community college students.
OHSU is an established national leader in health information technology education. Its existing educational programs are among the largest in the country, and it has led many innovations, such as the 10x10 (“ten by ten”) program in partnership with the American Medical Informatics Association, which aims to train 10,000 health care professionals in biomedical informatics by the year 2010.
Students will be able to enroll in the new programs this fall. More information about student financial aid opportunities will be available on the OHSU Department of Medical Informatics and Clinical Epidemiology Web site in early May. In the meantime, for descriptions of the Graduate Certificate and Master’s degree programs or to sign up to receive further information when it becomes available visit: http://www.ohsu.edu/dmice.
Monday, February 8, 2010
Some interesting recent articles
With the increasing visibility of informatics careers, due in large part to ARRA/HITECH funding, comes increasing attention from the press about opportunities for training. Here are three recent interesting articles:
- An overview of the 10x10 program in a health care workforce publication.
- An article on career opportunities in clinical informatics, including an opportunity to meet some clinical informaticians.
- An article on informatics opportunities in clinical and translational research. (Important point about this article: although clinical informatics is getting most of the press these days, it is important to remember there are other areas of the field that also provide opportunity, including informatics applied to clinical and translational research.)
Sunday, March 29, 2009
Certification in Informatics
The current issue of Journal of the American Medical Informatics Association (JAMIA, March-April, 2009) contains several papers related to a process the American Medical Informatics Association (AMIA) is spearheading to establish a medical board sub-certification in clinical informatics (Detmer et al., 2009). I myself was involved in the training requirements paper that will be submitted (Gardner et al., 2009), along with the core curriculum (Safran et al., 2009), to the American Board of Medical Specialties. I note that the core curriculum looks a great deal like the OHSU medical informatics track curriculum of our biomedical informatics graduate program.
As AMIA is not a physician-only organization, another process is underway to establish certification for non-physician doctoral-level certification in clinical informatics. This will include doctoral-level health care professionals (e.g., those with PharmD, DNP, DPT, etc. degrees) as well as those with PhD degrees. At the same time, the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), which certifies health information management professionals, has announced plans to establish a master's-level credential in health informatics.
What does all of this mean? First, it is important to understand the terminology. Certification applies to individuals, who obtain a credential that certifies their knowledge and skills to perform certain professional tasks, e.g., board certification of physicians, nurses, and other health care professionals as well as in other fields, such as a certified professional accountant (CPA). This is different from accreditation, which applies to educational programs and declares them capable of providing the training of individuals to attain certification. Sometimes programs are accredited without a corresponding formal certification, such as academic programs in public health and computer science.
Certification is usually applied to people in professional positions. It is not usually applied to those who are in academic or research settings. So while a Department of Medicine in a medical school may have its clinical faculty certified to practice medicine, it does not have corresponding certification for its research faculty (or for the non-practicing portion of the jobs of clinical faculty). Certification usually indicates that one has a competency to carry out a professional task, such as practicing medicine. In the case of informatics would most likely apply to those who work in operational settings, such as hospitals, clinics, health centers, and the like.
Certification would add some order to a field now where anyone can call themselves an informatician or offer an academic program. Indeed, there are a growing number of four-year colleges and even community colleges that are beginning to offer baccalaureate and associate degrees in the field. Of course, without a formal certification in informatics, there is no reason why they cannot. However, my own view is that informatics is the synergistic and unique intersection of health sciences, computer sciences, and management sciences, and as such, is difficult to impart with just a baccalaureate or associate degree. This does not mean that those individuals cannot work in health care settings, but rather that to truly do informatics professionally requires a level of training that combines expertise in multiple disciplines, and it is difficult to see how it can be imparted without some amount of graduate study.
Another challenge with certification will depend on how the training requirements are implemented. As many reading this know, I direct one of the largest academic informatics programs in the country, and its distance learning option has been extremely popular and successful. While I do believe that informatics expertise requires real-world experience, we have been able to provide that for those who have sought it in their education. Whatever on-site training requirements emerge, I do hope the educational and/or fellowship experience will allow sufficient flexibility for didactic coursework to be on-line and for hands-on training experience to be available in diverse settings and not necessarily just the sites of academic programs.
The implementation of certification and accreditation will bring a new level of maturity to our field. It will allow informatics professionals to gain the recognition of the important role they play in health and health care organizations. But hopefully it will be implemented in a way that maintains the intellectual, geographical, and other forms of diversity that exist in our field.
References
Detmer, D., Lumpkin, J., et al. (2009). Defining the medical subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 167-168.
Gardner, R., Overhage, J., et al. (2009). Core content for the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 153-157.
Safran, C., Shabot, M., et al. (2009). ACGME program requirements for fellowship education in the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 158-166.
As AMIA is not a physician-only organization, another process is underway to establish certification for non-physician doctoral-level certification in clinical informatics. This will include doctoral-level health care professionals (e.g., those with PharmD, DNP, DPT, etc. degrees) as well as those with PhD degrees. At the same time, the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), which certifies health information management professionals, has announced plans to establish a master's-level credential in health informatics.
What does all of this mean? First, it is important to understand the terminology. Certification applies to individuals, who obtain a credential that certifies their knowledge and skills to perform certain professional tasks, e.g., board certification of physicians, nurses, and other health care professionals as well as in other fields, such as a certified professional accountant (CPA). This is different from accreditation, which applies to educational programs and declares them capable of providing the training of individuals to attain certification. Sometimes programs are accredited without a corresponding formal certification, such as academic programs in public health and computer science.
Certification is usually applied to people in professional positions. It is not usually applied to those who are in academic or research settings. So while a Department of Medicine in a medical school may have its clinical faculty certified to practice medicine, it does not have corresponding certification for its research faculty (or for the non-practicing portion of the jobs of clinical faculty). Certification usually indicates that one has a competency to carry out a professional task, such as practicing medicine. In the case of informatics would most likely apply to those who work in operational settings, such as hospitals, clinics, health centers, and the like.
Certification would add some order to a field now where anyone can call themselves an informatician or offer an academic program. Indeed, there are a growing number of four-year colleges and even community colleges that are beginning to offer baccalaureate and associate degrees in the field. Of course, without a formal certification in informatics, there is no reason why they cannot. However, my own view is that informatics is the synergistic and unique intersection of health sciences, computer sciences, and management sciences, and as such, is difficult to impart with just a baccalaureate or associate degree. This does not mean that those individuals cannot work in health care settings, but rather that to truly do informatics professionally requires a level of training that combines expertise in multiple disciplines, and it is difficult to see how it can be imparted without some amount of graduate study.
Another challenge with certification will depend on how the training requirements are implemented. As many reading this know, I direct one of the largest academic informatics programs in the country, and its distance learning option has been extremely popular and successful. While I do believe that informatics expertise requires real-world experience, we have been able to provide that for those who have sought it in their education. Whatever on-site training requirements emerge, I do hope the educational and/or fellowship experience will allow sufficient flexibility for didactic coursework to be on-line and for hands-on training experience to be available in diverse settings and not necessarily just the sites of academic programs.
The implementation of certification and accreditation will bring a new level of maturity to our field. It will allow informatics professionals to gain the recognition of the important role they play in health and health care organizations. But hopefully it will be implemented in a way that maintains the intellectual, geographical, and other forms of diversity that exist in our field.
References
Detmer, D., Lumpkin, J., et al. (2009). Defining the medical subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 167-168.
Gardner, R., Overhage, J., et al. (2009). Core content for the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 153-157.
Safran, C., Shabot, M., et al. (2009). ACGME program requirements for fellowship education in the subspecialty of clinical informatics. Journal of the American Medical Informatics Association, 16: 158-166.
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