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The Association of University Programs in Health Administration (AUPHA), in partnership with the Commission on Accreditation of Health Management Education (CAHME) and under initial funding from the Healthcare Information and Management Systems Society (HIMSS), is seeking qualified member faculty to develop teaching modules within the Health Information Management and Technology curriculum as outlined by a Task Force of AUPHA members.   The HIMSTA Task Force developed competencies that are important to graduates of masters programs in health administration, and they subsequently developed Domains of Content related to the competencies. 

 

This next phase of this project is designed to develop a robust and dynamic curriculum that may be used in a variety of settings to teach graduate level healthcare management students the critical content and skills they will need in their future roles. The curriculum modules will be disseminated at no cost to faculty throughout the AUPHA membership to ensure widespread use of the materials. 

In the third phase of the project, the competencies and curriculum will be revised for the development of modules to be used in undergraduate programs. 

MODULE DEVELOPERS

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Qualified faculty in health administration, health information management, or healthcare informatics will be the primary developers of each of the modules.  Primary developers will have both content and curriculum design expertise.  They may partner with other individuals in the preparation of materials.  Such individuals may be practitioners from provider, vendor, educational or governmental organizations.  Each must provide credentials appropriate to the content.   Commercial content of any nature will not be accepted.

 

When modules are completed and submitted by the primary developer, they will be reviewed by the HIMSTA Task Force.  Any member of the HIMSTA Task Force who wishes to submit a proposal, or be included in one, is permitted to do so, however, the individual will not be permitted to participate in the review and selection of any proposals within the same domain as that for which they submitted, or are included in, a proposal.

 

The maximum number of proposals that may be submitted by any one developer is four (4).

 

Up to $5,000.00 will be awarded for each module.

 

 

Utilizing the expertise of faculty and practitioners, AUPHA will contract for the development of course modules that can be combined to form a stand-alone course as well as integrated individually into existing courses in other healthcare management disciplines.  The attached document provides the knowledge domains, competency statements, and an outline of content that the Task Force has identified as appropriate to each domain.  Module developers are encouraged to use their own creativity and ingenuity in designing and developing the course modules, and are not limited to the module content outlined by the Task Force.

 

Each module should be prepared with sufficient content such that it could be deliverable within one week of a semester term.   This would be about 9 to10 hours of instruction and student work, including the classroom session(s).

 

In addition to developing the basic content that will be taught within each module, contracted primary faculty will be tasked with developing the teaching tools necessary to deliver the module through a variety of media. Specifically, faculty will be asked to develop required elements listed below and may enrich the module with optional items listed below.

 

Required elements:

 

a.    Syllabus  (Each module syllabus would be designed to fit within a larger course incorporating multiple modules).  Syllabi to include:

·      Module Description

·      Competencies Addressed

·      Module Objectives

·      Pre-requisites (if any)

·      Readings and other Source Material

·      Assignments

·      Information on presentations, papers, project and/ or exams.

 

b.   Instructional material, e.g. content delivered in lecture notes, or slides with notes, or script with slides.  Each part of instructional material should be designed to be delivered in no more than 20 minutes of lecture.

 

c.     Discussion questions/topics

 

d.    Readings (text book and/or other)

 

e.    3 to 5 Exam Questions (essay format) and expected responses to the questions.

 

f.      Links to useful websites

 

g.    Instructor Manual

 

Optional elements:

 

h.    Simulations

 

i.      Case Studies (recommended)

.

j.      Team exercises

 

k.     Exam Questions - Each module will include either a stand-alone exam or questions that can be incorporated into a larger exam and expected responses to the questions.

 

l.      Other assessment tools, rubric for assessment

 

 

Proposals should include:

 

1.    Identity of the module(s) which you wish to develop and describe your planned approach to development of the module.   Individual faculty developers may submit proposals for up to 4 modules.  If multiple developers are selected to prepare modules within any one domain, the Task Force asks that those developers coordinate with one another in order to avoid duplication of content.

2.    An outline of content you will include

3.    Previous experience and academic preparation to develop the module.  Please attach CV.  If others will be included in the preparation of the module(s), please identify them and attach a brief bio of each.

4.    Types of teaching tools to be developed with a description of each. (see above list of required and optional teaching tools)

 

Proposals should be submitted electronically, by the deadline of midnight Aug. 5, 2011 to:  Margaret Schulte at mfschulte530@gmail.com

 

Timeline:

           Call for Proposals posted:                                                                                   May 27, 2011

            Conference call to answer questions of interested primary developers:             June 16, 2011

            Proposals to be submitted by:                                                                             Aug.  5, 2011

            Task Force review and selection of proposals complete                                     Sept. 15, 2011

            Initial grants awarded                                                                                          Sept. 16, 2011

            1^st  draft of modules submitted                                                                            Jan. 16, 2012

            Modules reviewed by Task Force, request revisions if needed                           Feb. 29, 2012

            Modules with revisions submitted                                                                        Mar. 31, 2012

            Task Force reviews modules and approves for Beta Testing                               Apr. 30, 2012

           

Review of the proposals will be conducted by the HIMSTA Task Force.  Criteria that will be used in the review process include:

 

·      Credentials of the primary faculty developer

·      Completeness of the proposal

·      Thoroughness of the proposal

·      Comprehensive outline of content

·      Flexibility of the material to be adapted to different learners

·      Creativity of the proposal

 

Grants will be paid by AUPHA and payable in three installments, $1,000 within 15 days of proposal acceptance; $2,000  within 15 days of delivery of a first draft of the module (January 16, 2012 deadline) and $2,000 within 15 days of delivery of the completed and accepted final product (March 31, 2012 deadline). Grantees will be asked to sign a work-for-hire agreement that releases them from copyright and allows AUPHA full use of the materials.

 

Questions?  Please contact  Margaret Schulte at 773-580-7308 or mfschulte530@gmail.com

 

 

The HIMSTA Task Force:

·      Kendall Cortelyou-Ward, University of Central Florida, Orlando, FL

·      Mark Diana, PhD, Assistant Professor and MHA Program Director, Tulane University, New Orleans, LA

·      Kevin Leonard, PhD, Associate Professor, HPME, University of Toronto, Toronto, Canada

·      Brian Malec, PhD, Chair, Department of Health Science, California State University, Northridge, CA

·      David Masuda, MD, MS, Lecturer, University of Washington, Seattle, WA

·      Lois Ritter, PhD, Consultant,

·      David Wyantt, PhD, Associate Professor, Weber State University, Ogden, UT

·      Karen Wager, PhD, Professor and Associate Dean for Student Affairs, Medical University of South Carolina, Charleston, SC

·      Margaret Schulte, DBA, Project Coordinator and member of Task Force

Project Administrators:

·       AUPHA

·      CAHME

Project Sponsor: HIMSS

 

 

Domains, Competencies and Modules

 

This document defines eight Health IT curriculum domains which are have been delineated by the HIMSTA Task Force for inclusion in healthcare management education programs.  The Task Force appreciates the feedback from numerous Graduate and Undergraduate program directors and faculty that was offered during the development of this document and that has helped to shape it. 

 

Under each domain, related competencies are articulated and learning modules are identified with an outline of content that the Task Force determined to be appropriate to each module.  This outline of content is not meant to be exhaustive, and faculty developers may identify additional content to be covered. 

 

 

1.    Domain:  Information Management

 

Competency:

1.A. Understand the major features of the information revolution; the role of knowledge workers; the differences between data, information and knowledge; data analysis and reporting; and major trends in IT; particularly as they relate to HIT.

Module 1.a: Introduction

·      Introduction and overview of health information environment (e.g. EHR, HIE, Federal Policy, meaningful use of HIS).

·      Management of clinical and administrative information

·      Role of knowledge workers

·      History and major trends in the evolution of computing and healthcare information systems, including broad changes.  Introduction to: e.g.

o   Moore's law,

o   hardware,

o   software,

o   storage and policy,

o   interoperability,

o   Clinical information systems (e.g. CPOE, CDSS)

o   HIE,

o   etc.

 

Module 1.b: Data and Information

 

·      Differences between data, information and knowledge, and core concepts of measurement (e.g. validity, reliability, data integrity, accuracy)

·      Different kinds of data that are used (e.g. clinical, administrative); source and origins of the data

·      The patient medical record; the legal medical record

·      Organization level metrics from both clinical and administrative areas (e.g. dashboards)

·      Knowledge management; analytics/informatics; use of data and reporting

·      Data as an asset; complexity of healthcare data; introduction to databases

 

2      Domain: Strategy & Planning

 

Competency

2.A.  Develop and align information systems strategy and plan with the organizational strategy and plan to support the achievement of organizational goals.

Module 2.a: Strategy formulation 

·      Vision and mission

·      Internal capabilities (strengths and weaknesses; IT as an Asset)

·      External environment (opportunities and threats)

o   Environmental assessment of public policy and law

o   Public policy relative to IS understanding & demonstrating compliance

o   Assessment of current IS state and future directions

·      Role of IS in patient-centered care (e.g. ACOs)

·      IS planning and alignment

o   Long-term strategic plans

o   Goals to achieve strategy

o   Short term operational plans

o   IT project portfolio

·      Strategy implementation

·      Exit strategy

 

3.    Domain: Assessment, System Selection and Implementation

 

Competencies

 

3.A. Understand the purpose, use, and key functions of various administrative and clinical information systems and the factors that may influence adoption.

3.B. Design and plan for the selection and acquisition of a new or upgraded health care information system.

3.C. Appreciate the necessary resources, processes and support needed to effectively manage the implementation of health care information systems projects.

3.D. Demonstrate ability to apply project management principles, tools, and techniques to health information technology implementation.

Module 3.a: Purpose, adoption, and use of healthcare information systems

 

·      Purpose, adoption (e.g. barriers to adoption, stages of adoption), use and key functions and features of administrative and clinical information systems applications. Types of healthcare information systems include:

o   Administrative—e.g. financial, billing, revenue cycle, supply chain, registration, patient accounting, scheduling, human resource management, materials management, decision support, etc.

o   Clinical—electronic health records; computerized provider order entry; bar-coding medication administration; pharmacy, laboratory, and radiology information systems; telemedicine and telehealth; clinical documentation, decision support, etc.

(Could include opportunity for students to see system demos; vendor demos)

 

Module 3.b: Organizational Commitment

 

·      Process/Linkage with organizational strategic plan and developing the project proposal or business plan

·      Essentials of project management; e.g. Scope of project, defining resource, budget, timelines, interdependencies, risk points

·      Project governance and leadership

o   Composition of team,

o   Roles,

o   Responsibilities,

o   Role of executive leadership

·      Assessment and initial project planning and approval

·      Goals of project

·      Getting to consensus on needs/wants

·      Determining needs of organization

·      Business plan – making the case for the HIT investment

·      Gaining Board approval

·      Assess and define the user needs for information technology

·      Project Steering Committee (role, functions, scope, deliverables)

 

Module 3.c: Selection

 

·      System selection methodologies, e.g. system development life cycle; object oriented approaches to systems analysis and design

·      Convene selection team

·      Selection strategy: e.g. Best of breed, best of suite, hybrid

·      Solicitation of vendor proposals and evaluation

·      Sourcing: Various approaches and options—build in house, purchase from HIT vendor, lease, contract through ASP, outsourcing, etc.

·      Scan of HIT marketplace and vendor profiles/products; site visits

·      Request for Proposal RFP (purpose, use, content, pros/cons) &

·      Evaluation of Proposals/Products

·      Identification and Prioritization of System Requirements

·      Cost-benefit analysis of options

·      Role of leadership in the selection process

·      Contract negotiations; basic legal aspects of contracts

·      Role of consultants

 

Module 3.d:Implementation

 

·      Project team selection

·      Vendor relations and management

·      Workflow and process analysis

·      Preparation for system installation, build, testing

·      Training

·      Data/System Conversion

·      Communications Plan

·      Strategies for implementation (4 Ps: parallel, pilot, piecemeal, “plunge”)

·      Downtime Procedures/Policies on Use

·      Management of Organizational Aspects

o   Resource allocation

o   Change management

o   Culture

o   Ongoing training

o   System enhancements

o   Show stoppers

o   Unintended consequences

o   System support and project evaluation

 

 

4.    Domain: Management of Information Systems and Resources 

 

Competencies:

4.A. Manage information systems assets and functions to reach organizational goals.

4.B. Promote and manage the change that is necessary to reach the organization’s information systems goals.

 

Modules and content include at least:

Module 4.a: Change Management

·      Transformational impact of IT, the way in which IT changes an organization, organizational readiness for change

·      Leadership  (e.g. role of organizational leadership in successful IT implementation; leadership styles

·      Understanding organizational culture

·      Models of change management

·      Resistance to change; overcoming

·      Clinician roles and responses to healthcare IT (e.g. resistance, understand how systems alter the nature of clinicians work, impact on interaction of clinicians with patients)

 

Module 4.b: Management of IS Function

·      Roles and responsibilities of the IS department

·      Structure of the IS management function

·      Organizational structures related to for example:

o   Type

o   Size

o   Ownership

o   System affiliation

·      Governance

o   Ongoing governance of the IS function

o   Role of executive sponsor

o   Role of user groups

o   How decisions are made, (e.g. prioritization, process for decision making)

o   Committee structures for managing projects

o   Process for budgeting

o   Decision-making for project scope change management

o   Defining responsibilities within the team

·      People/positions on the IS team

o   Positions needed, recruitment, retention (e.g. training and  development, updating skill sets)

o   Structural arrangement of (e.g. CIO, CMIO, CNIO, IS team, departmental responsibilities, individual roles and responsibilities)

o   End-user development

o   IS Decision making strategy

§  Centralized

§  Decentralized

§  Federated

·      Finance

o   Leasing and/or other capital financing of information systems

o   Outsourcing of IT services

o   Budgeting for IS acquisition, upgrades  and management

 

5      Domain:  Assessing emerging technologies

 

Competency Statement:

5.A. Explore innovative uses of existing and emerging technologies to optimize healthcare delivery and improve efficiency.

Module 5.a: Innovative uses of technology

·      New technologies and how might they impact the organization’s ability to meet its goals and fulfill its strategies

·      Attitude/openness to new technologies

·      Technology diffusion (e.g. models of technology diffusion)

·      Examples of new and existing technologies

o   Examples related to business:

§  Business models

§  RFID

§  Supply chain management

§  Social media - how to integrate this into the organization

§  Customer relationship

§  E.g. Online scheduling

o   Examples related to e-Health

§  Telehealth/telemedicine

§  Patient health records

§  e-ICUs

§  Robotics

§  “Watson” (artificial intelligence)

§  Wireless mobile applications

§  Consumer portals

§  ePrescribing

·      Process for assessment of new technologies and their usefulness to organization

·      Forward thinking regarding emerging technologies and their applicability to the organization’s direction

 

6      Domain: Assessment of the Value of IT

 

Competency Statement:

 

6.A. Establish measurable goals and objectives, and assess the extent to which a health information technology implementation achieved those goals and objectives

Module 6.a: Assessment of impact of IS on the organization

·      Identify and establish appropriate measurable goals and objectives

·      Use of IS as an intervention to improve value/processes in the future

o   Scope of IS’s capacity to address quality and organizational issues

·      Selecting metrics for assessment, e.g.

o   User satisfaction

o   Quality/patient satisfaction

o   Response time

o   Turn-around time (e.g. for medications)

·      Role of IS in improving value and in quality improvement

·      Identification of measurable objectives at the initiation of the project; measurement of outcomes after implementation

·      Tools available to measure the impact of health IS: CBA, Net present value, Internal rate of return, Return on investment

·      Alignment of roles and accountability to perform assessment and accountability of achievement of outcomes

·      Direct and indirect costs and opportunity costs recognizing the breadth and depth of impact on the organization; transformational potential

·      Costs and Benefits Evaluations of other applications (Handheld devices, wearable, convergent, and virtual technologies)

·      Value from IS to impact organizational change: Impact on people; workflows; etc.

·      Economic and non-economic costs/benefits

·      Value of new system

o   Evaluation of impact of the system in achieving its goals

o   Evidence of an improvement as credited to the new system

·      Importance of defining metrics and measuring results over time.

·      Assessment of the effectiveness of the IS function:

o   Quality of service E.g. responsiveness

o   Effectiveness of project management

o   Satisfaction of users of the IS services

7.  Domain: Security and Privacy

Competency Statement: 

 

     7.A. Demonstrate knowledge of legal and ethical issues and principles for protecting patient privacy and the security of health data.

     7. B. Assess and implement policies related to the security of systems to protect data integrity, validity, and privacy. 

 

Module 7.a: Security and Privacy

 

·      Legal and regulatory requirements related to the use of personal health information.

·      Possible consequences of inappropriate use of health information in terms of e.g.:

o   Disciplinary action

o   Impact on the patient

o   Impact on the organization

·      Health information exchange, e.g.

o   Privacy and security as a barrier to HIE

o   Question of unique patient identifier

o   Liability for accuracy of data in patient decision making

o   Data ownership; willingness to share data with other providers

·      Ethical issues related to use of healthcare IT data 

·      An understanding of federal law and regulations as they pertain to patient privacy (Individual instructor should develop content on the law of the relevant state)

·      Administrative, physical, and technical safeguards, e.g.

o   Audit trails

o   Authentication

o   Encryption

o   Access

·      Policies, procedures, and training for health data security

·      Managing a security breach

·      Knowledge of the healthcare organizations’ policies and procedures regarding

o   Data security

o   Conformance to HIPAA rules and regulations

·      Disaster Planning and Management

·      Risk mitigation and recovery

 

8.    Domain: Systems and Standards

 

Competency Statements:

8.a. Understand the role of standards and protocols in health information technology, the principle systems of protocols applicable to HIT and the policies and development bodies responsible for HIT standards 

8.b. Assess the core elements of information systems and their networks in order to effectively manage both the systems and data assets.

            Module 8.A: Information Systems

·      Characteristics and components of systems

·      Architecture

o   Human components

o   Technical components

o   Hardware

o   Software

o   User interface

o   Information flow

o   Distribution of data

·      Managing systems

·      Databases

o   Definition of a database

o   What a database does

o   Relational databases

o   Transactional databases

o   Object oriented data

·      Networks

o   Structure of networks

o   Moving data through networks

o   Internet (e.g. network Internet protocol)

 

Module 8.B: Standards

·      Policy regarding standards development and adoption

·      Evaluation, adoption, and Implementation of standards

·      Standards development bodies

·      Major types and classification of data standards

o   Coding and classification (e.g. ICD, CPT)

o   Terminology (e.g. SNOMED)

o   Interoperability standards (Messaging – e.g. DICOM, HL7, LOINC, ASC-X12)

o   Health record standards (e.g. CCR, CCD)

·      Standards development approaches

·      Identification of the need, requirements for, and benefits of standardization

·      Certification of EHRs