• June 19 – 21, 2018, New Orleans

    AMIA 2018 Informatics Educators Forum

    Scholarship | Leadership | Professional Advancement

AMIA 2018 Informatics Educators Forum Sessions

9:15 a.m. – 10:15 a.m.

S01: Presentations – Bringing Real-world Needs and Experiences into Health Informatics Curricula

Building an Operation-oriented Clinical Informatics Fellowship Program in a VA Healthcare Center
J. Yang, VA Portland Healthcare System/OHSU

CENS: Towards a Latin American Proposal for Core Competencies in Health Information Systems
S. Gutierrez Panchana, C. Erazo, Centro Nacional en Sistemas de Información en Salud CENS; S. Guiñez, Centro Nacional en Sistemas de Información en Salud CENS/Universidad de Talca; C. Taramasco, C. Galindo, Centro Nacional en Sistemas de Información en Salud CENS/Universidad de Valparaiso; R. Figueroa, Centro Nacional en Sistemas de Información en Salud CENS, Universidad de Concepción; D. Capurro, Centro Nacional en Sistemas de Información en Salud CENS, Universidad Catolica de Chile; A. Garcia, Centro Nacional en Sistemas de Información en Salud CENS; S. Härtel, Centro Nacional en Sistemas de Información en Salud CENS/Center of Medical Informatics and Telemedicine CIMT/Universidad de Chile

The Second Curve Transformation in Healthcare's Data Science
J. Olah, Regis University

S02: Presentations – Building your Informatics Curricula

Developing the 21st Century Clinical Informatics Workforce with Reliable and Sustainable Competencies (A Case Report)
T. Powell, University of Arkansas for Medical Sciences

Getting Students up to Speed in Biomedical Data Science: Identifying Needs and Opportunities for Future Data Science Curriculum Planning
D. Ziegenfuss, B. Chapman, M. Samore, University of Utah

Hands-On and Feet-First: Learning Sociotechnical Theories and Methods
C. Weir, W. Chapman, University of Utah

10:45 a.m. – 11:45 a.m.

S03: Presentations – Integrating and Measuring the Efficacy of Informatics Competencies

Digital Health in Canadian Nursing Education: Preliminary Findings of a Survey of Schools of Nursing
K. Furlong, University of New Brunswick/UNB Saint John Collaboration for Evidence-Informed Healthcare; L. Nagle, University of Toronto; M. Kleib, University of Alberta

An Assessment of Biomedical Informatics Competencies for Students by Students
A. Cheng, L. Sulieman, K. Unertl, Vanderbilt University

Measuring Effectiveness of a Nursing Informatics Course at the DNP Level
H. Carter-Templeton, A. Richardson, J. Roth-Burnette, T. Smith, J. White, The University of Alabama

S04: Presentations – Strategies for Curriculum Improvement

Enabling Hands-On Access to Social Determinants of Health Data in an Interdisciplinary Informatics Course
B. Dixon, Indiana University Fairbanks School of Public Health/Regenstrief Institute; S. Rahurkar, Regenstrief Institute

Evaluation of a Health Informatics BS Degree Program: Three Key Measures
M. Campbell, S. Sittig, A. Campbell, H. Pardue, University of South Alabama

Undergraduate Education: the Final Frontier for Health Informatics Education?
W. Hersh, T. Laderas, Oregon Health & Science University

Piloting Health Informatics Curriculum Matrix Developed for CAHIIM
T. Williams, M. Zozus, University of Arkansas for Medical Sciences

1:00 p.m. – 2:00 p.m.

S05: Presentations – Real-world Resources for Education in Nursing Informatics

An Innovative Approach to Nursing Informatics Curriculum: Leveraging Organizational Healthcare Resources to Incorporate Real World Experience Into the Classroom.
A. Campbell, University of South Alabama; M. Jones, Mitchell Cancer Institute; T. Harlan, University of South Alabama

Utilizing Nursing Informatics Students to Identify Continuous Quality Improvement Projects Based on Archived Data for the Homeless Population
A. Campbell, C. Clanton, University of South Alabama

Building Information Literacy in a Baccalaureate Nursing Informatics Course
N. Best, L. Leininger, A. Harris-Houk, University of North Carolina at Greensboro

S06: Ignite-Style Talks 1

Improving the Educational Experience of Non-Clinician and Clinician Students in an online Master's Degree in Health Informatics
R. Meehan, Kent State University

The Era of the Personalized Fellowship
A. Krussel, Washington University in St. Louis

Books for Big Thinking: What Should Informatics Students Be Reading?
B. Chapman, University of Utah

Teaching the Existing Informatics Workforce While Fostering Innovation: Evolving from “Sage on the Stage to Guide on the Side”
O. Daniel, University of Illinois at Chicago

Applied Learning is Meaningful Learning
B. Berkovich, UC San Diego Health

Participation and Inclusion in the Classroom: Liberating Structures for Better Outcomes
S. Boren, I. Zachary, University of Missouri

The Benefits and Challenges of Interdisciplinary Training: a Student's Perspective
R. Waller, University of Utah

2:15 p.m. – 3:15 p.m.

S07: Presentations – Applications of Learning Principles into the Curriculum

Competency Based Learning and Assessment in Health Care: Getting from Point A to Point (competent) C
A. Kazley, Medical University of South Carolina

Developing an Educational Intervention for Novice Clinical Trainee Electronic Medical Record (EMR) Users to Increase Documentation Data Quality: a Canadian Pilot Study
N. Crampton, M. Greiver, N. Woods, S. Domb, A. Shachak, University of Toronto

Integrating Multiple Curricular Components and Active Learning Principles in One Practicum: the Experience of the University of Utah
D. Borbolla, University of Utah

S08: Presentations – Innovative Tools for Teaching and Collaboration

Training Resident Physicians for the Future of Medicine
K. Baldwin, J. Singer, UCLA Health

The Educational Potential of an Electronic Health Record
R. Hoyt, University of West Florida

Using Wrap-Up Videos in Online Classes for Nursing Students: a Mixed Methods Study
S. Luo, M. Kalman, SUNY Upstate Medical University

3:45 p.m. – 4:45 p.m.

S09: Presentations – The Collaborative Spectrum: Virtual Learning Environments, Hands-on Training and Evaluation

Participatory Approach to Program Evaluation: Learning from Students to Improve Training in Biomedical Informatics
B. Guy, D. Wu, P. Van Camp, B. Harnett, University of Cincinnati; P. Hagedorn, Cincinnati Children’s Hospital Medical Center; M. Wagner, J. Meller, Cincinnati Children’s Research Foundation

Electronic Accessibility and Universal Design in Online Courses: Faculty Attitudes and Experiences
V. Wangia-Anderson, University of Cincinnati

Next Generation Pathways Into Biomedical Informatics: Ten Years of the Vanderbilt Biomedical Informatics Summer Internship Program
K. Unertl, Vanderbilt University Medical Center; B. Yang, Vanderbilt University; R. Jenkins, C. McCarn, Vanderbilt University Medical Center; C. Rabb, University School of Nashville; K. Johnson, C. Gadd, Vanderbilt University Medical Center

S10: Interactive Demonstrations – Educational Platforms for Data Science

Open Collaborative Data Science Platform for Education Demonstration
R. Hoyt, University of West Florida

A Demonstration of How to Setup and Use a No Cost and Efficient Data Science Platform and Interactive Environment for Data Analytics, Data Visualization and Machine Learning
V. Wangia-Anderson, University of Cincinnati

8:00 a.m. – 9:00 a.m.

S11: Panel – Data Science Education

B. Summa, Tulane University; R. Hageman Blair, University of Buffalo, S. McWeeney, Oregon Health & Science University; B. Chapman, University of Utah

S12: Ignite-Style Talks 2

Development of an Open Source Interprofessional Educational Electronic Health Record
G. Rees, British Columbia Institute of Technology/University of British Columbia

Integration of Biomedical Informatics Into a Clinical Reasoning Curriculum for Medical Students
H. Chase, Columbia University

Moving Away From the Mall Model of Informatics Education
W. Chapman, University of Utah

Development and Implementation of a Medical Informatics and Telemedicine Resident Rotation
N. Shastri, K. Lewis, L. Fitzmaurice, Children's Mercy Hospital

Clinical Informatics and Clinical Nursing Education Partnership: Simulation Education for Newly Hired RNs in Medical/Surgical Setting
P. Cleanthous, Providence/St Joseph Health and Services

Integrating the Clinical Informaticist Into Interprofessional Team-Based Simulations in an Academic Health Center
T. Champagne-Langabeer, J. Swails, L. Revere, J. Brixey, UT Health, UT Health

From Music to Informatics
A. Chapman, University of Utah

9:15 a.m. – 10:15 a.m.

S13: Panel - Nursing Knowledge Big Data Science Initiative: 2018 Education Workgroup Targets and Action Plan

M. Wilson, University of Alabama at Birmingham; E. Manos, University of Kansas School of Nursing

The American Association of Colleges of Nursing, the National League for Nursing, and the Quality and Safety Education for Nurses each mandate informatics competencies for students in nursing programs from BSN to DNP. Despite these competency and accreditation mandates, there is a tremendous need to increase the number of faculty prepared to teach informatics as current faculty have reported that they do not understand what informatics is nor how it should be taught. To widen this gap, when there is a need to improve health outcomes – as a result of standardizing and integrating the information that nurses gather in electronic health records and other information systems – the complexity of “teaching informatics” moves beyond the fundamentals and outside the level of knowledge of most faculty in schools of nursing. This includes concepts of interoperability, standards, data modelling, data science, and analytics. The Nursing Knowledge Big Data Science Initiative;an interprofessional collaboration of over 150 professionals from academia, practice, research, information technology, health systems, and standards organizations from across the nation; recognized this gap as a major stumbling block towards the ultimate goal of comparable and sharable nursing data informing the value of nursing to the outcomes of patients and communities. In response, among the 10 workgroups carrying out a national action plan, an Education Workgroup was established to address this gap. The Education Workgroup was charged with forming an action plan based on consensus of 15 workgroup experts and the over 150 interprofessional informatics experts. The presentation will provide to attendees that action plan along with goals and objectives, resources and opportunities for collaboration. The action plan and resources address identified needs among deans and directors, accrediting bodies, faculty developing curricula, and faculty teaching content in most nursing schools in the US.

S14: Presentations – Training the Healthcare Workforce in Informatics

Digital Skills Training for Health Informaticians and Health Professionals: Establishment of a Multidisciplinary m-Health Laboratory
H. Sapci, Adephi University; A. Sapci, MD

Teaching Public Health Laboratory Informatics
M. Yost-Daljev, J Michael Consulting; J. Lipsky, J Michael Consulting/Emory University; M. Kourbage, J Michael Consulting

Informatics Training Needs for the Public Health Workforce
B. Massoudi, RTI International/Emory University; K. Chester, Emory University/C3 Informatics

10:45 a.m. – 11:45 a.m.

S15: Presentations – Partnerships and Innovations in Informatics Workforce Training

Academic-Industry Partnership for Practical Informatics
R. Schleyer, University of Providence

A Novel Curriculum for Healthcare Informatics: Meeting Industry’s Needs
G. Mitchell, Harrisburg University of Science and Technology

Power & Possibilities: Partnering for Workforce Development
R. Schleyer, University of Providence

S16: Interactive Demonstration & Presentation – Patient Simulation for Improved Learning

cvdRiskData: a Synthetic Patient Cohort for Teaching Predictive Modeling and Data Science
T. Laderas, D. Dorr, Oregon Health & Science University

Use of an Academic EHR in Support of HIT Across the Curriculum
C. Bishop, A. Davis, NC A&T State University