• June 19 – 21, 2018, New Orleans

    AMIA 2018 Informatics Educators Forum

    Scholarship | Leadership | Professional Advancement

AMIA 2018 Informatics Educators Forum Workshops

Tuesday, June 19

8:00 a.m. – 10:00 a.m.

WS01: Workshop – Hybrid/Blended Course Design
A. Breckenridge, Tulane School of Public Health and Tropical Medicine

The unique course design strategy for hybrid/blended learning will be presented. Participants will practice using the design methodology and address individual challenges to this type of delivery.

WS02: Workshop - Pathways to Competency-Driven Curricula for Health Informatics Programs
A. Valenta, University of Illinois at Chicago; E. Berner, University of Alabama at Birmingham; T. Johnson, University of Texas Health Science Center at Houston; J. Jones, Indiana University; E. Manos, University of Kansas Medical Center

The foundational domains for graduates from an applied MS degree in Health Informatics have been incorporated into the 2017 CAHIIM Standards for Masters’ Degree Programs in Health Informatics. Accredited programs and those newly seeking accreditation will be required to demonstrate how their curriculum maps to the foundational domains. The concept of a competency-driven curriculum is new for most program directors. Traditionally, curriculum has been content-driven (focusing on topic areas structured by courses, credit hours, terms, and what students “know”) versus competency-driven (focusing on learning outcomes and what students “do”). Each program needs to develop its own curricular response to the foundational domains to move toward a competency-driven curriculum. Program directors and faculty must deconstruct existing curricula and build a sequence of coursework that progressively moves students towards mastery of the competencies. This interactive session will focus on the process, best practices, tools and methods of transitioning from content- to competency-driven instruction for the purpose of meeting the curriculum aspect of the 2017 CAHIIM Accreditation Standards for Masters’ Degree Programs in Health Informatics.

10:30 a.m. – 12:30 p.m.

WS03: Workshop - Using Jupyter Notebooks to Teach Data Science: the Example of Clinical Natural Language Processing
W. Chapman, B. Chapman, University of Utah

In this workshop, we will demonstrate the use of Jupyter Notebooks to teach data science topics without requiring computational proficiency of either the instructor or the students. We will demonstrate this with the following case of clinical natural language processing:

A healthcare delivery system has asked us to determine whether use of opioids is associated with increased risk of community-acquired pneumonia in adults. We have one week to identify patients with pneumonia so that the health services team can assess the risk based on pharmacy data. There is not enough time to manually read through the thousands of charts, so we will apply natural language processing for the task. Student teams in this course will collaboratively build an NLP application for identifying patients with pneumonia from a publicly available dataset. We will evaluate the predictive performance of the tools we build, compare team scores, and discuss challenges and tips for best performance.

Participants will form teams of 2-3 people, will build an NLP tool, will evaluate its performance on a training and a blind test set, and will report their scores to the group.

Participants will learn through this hands-on data science activity:

  • Challenges in evaluating performance without a gold standard answer
  • The trade-off between sensitivity and positive predictive value in building a predictive model
  • The challenges in understanding and processing clinical text
  • The cost and benefit of a rule-based system

Participants will also demonstrate the following skills in relation to teaching data science:

  • Describe situations in which teaching data science at a high level without requiring programming may be useful
  • Explain how Jupyter Notebooks can be integrated in informatics education to support both novice and experienced students
  • Explain how Jupyter Notebooks can be used to explore data, experiment with and evaluate tools and algorithms, and visualize information

WS04: Workshop – Introduction to POGIL: Guiding Students to Discover Fundamental Concepts and Develop Process Skills
C. Mayfield, James Madison University; R. Waller, University of Utah

Process Oriented Guided Inquiry Learning is an evidence-based pedagogy that encourages students to construct their own knowledge and develop lifelong learning skills. In a POGIL classroom, students work in self-managed teams through a learning cycle of exploration, concept invention, and application. The instructor is not a lecturer, but rather an active facilitator who helps all students to be engaged and achieve the learning objectives. Through scripted inquiry and investigation, students discover key concepts and construct their own knowledge while collaborating with others. Using assigned team roles and other scaffolding, students develop process skills such as critical thinking, problem solving, teamwork, and written/oral communication. The instructor guides the process, creates opportunities for teams to report out, and offers additional support as needed.

This hands-on workshop will explore the fundamentals of POGIL, discuss how activities are structured, and provide guidance on implementing activities. Workshop participants will experience POGIL activities as students and work through meta-activities that are designed to introduce POGIL concepts, practices, and benefits. Education researchers have studied POGIL over the past two decades, and results have shown POGIL to be highly effective in chemistry, biology, and other STEM disciplines. More recently, the IntoCS-POGIL project is studying these techniques in computer science and related fields, including data science and informatics. Participants will gain access to POGIL activities under development for introductory programming courses in Java and Python. See pogil.org for more information about upcoming regional workshops, curriculum materials, and other instructional resources.

1:30 p.m. – 3:30 p.m.

WS05: Workshop - Competency-Based Curriculum Development
S. Fenton, A. Franklin, R. Murphy, UTHealth School of Biomedical Informatics

In this hands-on workshop, attendees will learn strategies to support the development of competency-based curriculum, including concept mapping. From a given example such as master’s level educational track (e.g. M.S. in data analytics healthcare), participants will work to align course objectives for a program of study with the AMIA 2017 Curriculum Competencies. Next, participants will walk through the process of stratifying the levels of competencies and the dependencies across courses to determine ordering of classes and the overlap of content material. Using a card sorting process, faculty teams will categorize course topics, learning objectives, and competencies at the level of the individual class. Finally, each course, the program progression, and overall competencies will be reviewed by the group to reach consensus. This method of curriculum redesign has proven successful in a program improving faculty agreement regarding course laddering and alignment with AMIA competencies.

WS06: Workshop - How to better prepare informatics students to succeed in the workforce?
A. Grando, Arizona State University

This panel brings together students and representatives from academia, industry and AMIA to discuss challenges and opportunities to better prepare the future informatics workforce.

  • What are the professional goals of students after graduating?
  • How are the academic programs preparing students to achieve those goals?
  • How well aligned are the academic programs with the needs of informatics employers?
  • What needs to be changed to successfully train highly competitive informatics professionals?

4:00 p.m. – 6:00 p.m.

WS07: Workshop - A Teaching and Learning Toolbox for Busy Instructors: How to Sanely Refresh your Informatics Teaching Practice
D. Ziegenfuss, University of Utah

As incoming student populations, student success metrics, and post-higher education expectations change, instructors must also consider changing their teaching and assessment practices. However, change is hard and can require time to plan, implement and assess. Therefore, this session will provide an opportunity to jump-start a plan for rethinking teaching pedagogy without starting from scratch or re-creating the wheel. This hands-on workshop session will provide an opportunity for informatics instructors to step back and reflect on their teaching practice, utilize some tools and tips from the Busy Instructor Teaching and Learning Toolbox to refresh their teaching practice, and develop new strategies for engaging students in active learning in the classroom, whether it be face-to-face, blended, or online.

By the end of this workshop, participants will have:

  1. reflected on their own teaching practice;
  2.  learned about current education and pedagogical best practices;
  3. utilized some tips and tools to help manage course design and teaching tasks;
  4. discovered easily-implemented strategies for engaging students in the classroom; and,
  5. shared teaching challenges and successes with their peers.

Data collected in this session as participants pool their own ideas and strategies for successful teaching will be complied and turned back to participants. Participants will also take-away an online toolbox resource that pulls together useful teaching and learning resources, tips, strategies, and tools that they can easily be used to design instruction, tweak teaching practice to engage students, and assess student learning.

WS08: Workshop - Say What? A Workshop on Navigating Tensions of Form and Function in Professional Health Informatics Communication
J. Zarb, University of Toronto

Are we teaching students about the complexities of health informatics and then leaving them to use generic and ill-fitting formats to assert what they know and can accomplish? While we progress in the fieldsporadically towards standardization and certification, are our students stuck re-inventing the wheel of how to translate what they offer to domains beyond academia? As educators, how can we best close the loop of theoretical and applied teaching with instruction on how to address an employment environment in constant flux? This workshop lets educators use their own CVs to explore the tensions between form and function in professional communications. Attendees will engage in energetic self-reflection exercises, and emerge with useable tools and methods to teach students how to build bridges from academics to workplace settings.

The workshop will be divided into two parts to first examine assumptions and pitfalls of the CV form that frequently deconstructs experience into fragments; and second suggest opportunities for reconstructing cohesive narratives. Using a variety of hands-on methods and props, attendees will create building blocks reflecting competencies and knowledge, and then create a personal equation that serves as an individualized basis of CV, cover letter and even interview content. By learning via their own examples, educators will come to recognize communication impulses, gaps and errors and will be able to lead students in ensuring that function supersedes form in their professional expression.

Based on a workshop taught to hundreds of health informatics and health administration students over the past five years in Canada’s top-ranked university, Julia Zarb will draw on a PhD in communications theory, 22 years in management in the health informatics field in Canada and the US; and a current role that includes practicum oversight, curriculum, and faculty development for a professional graduate HI program.