Competencies, Topics Covered, and Learning Objectives
After participating in this activity, students should be better able to discuss the role of information technology (IT) and informatics in healthcare delivery including their role in improving the quality, safety and efficiency of healthcare delivery. Students will be able to discuss the historical antecedents of the present use of IT, as well as the current and likely future uses of healthcare IT.
The following topics will be covered:
- Evolution of Health Care and Healthcare Information Systems
- Networking and Telecommunications
- Information Integration and Knowledge Management
- Role of IT in improving the efficiency and quality of healthcare
- Databases, Data Warehouses, and Data Mining
- Electronic Health Records, CPOE, and Clinical Decision Support Systems
- Public Health Informatics
After participating in this activity, students should be better able to discuss the organizational (intra and inter-organizational) and financial context in planning, implementing and evaluating healthcare IT. The following topics will be covered:
- Planning for Information Technology
- Disaster Preparedness
- Implementation Challenges in Healthcare IT, including business process redesign
- Evaluation of IT, including economic evaluation
- Challenges of sharing information across organizational boundaries, including issues related to mechanisms for health information exchange.
After participating in this activity, students should be better able to discuss the legal and ethical context for the management and use of healthcare IT. The following topics will be covered:
- Privacy and Security of Health Information including HIPAA
- Current and pending legislation regarding use of IT for e-prescribing, patient safety and error reporting, pay-for-performance, etc.
- Bioinformatics and uses of genomic information.
- Issues in Certification and Regulation of healthcare IT systems
- Ethical and legal issues in the use of IT with patients
- Legal and ethical responsibilities of vendors and users of healthcare IT
|1. Introduction to Health Informatics and Evolution of Healthcare Information Systems||1.1. Definitions of Health Informatics
1.2. Changes over the last 45 years affecting the development and use of IT in healthcare
1.3. Current and future forces affecting the direction of IT in healthcare
|2. System Lifecycle and Strategic Planning for IT systems||2.1 Information Systems Life Cycle
2.2 Strategies for Strategic Planning for IT
2.3 Component Alignment Model
2.4 Case Study exercise
|3. Knowledge Management and Use of IT for Operational Efficiency||3.1 What is Knowledge Management?
3.2 Clinical and Business Knowledge Management
3.3 Knowledge Management Tasks
3.4 Role of IT in knowledge management and improving operational efficiency in healthcare
|4. Planning for Acquisition and Implementation of Healthcare IT systems||4.1 IT Governance and Management
4.2 Operational Planning
4.3 Analyzing functional requirements
4.4. System Acquisition
4.5 System Implementation
4.6 Case Study Exercise
|5. Networking and Telecommunications, Information Integration and Public Heath Informatics||5.1 Information architecture for the support of healthcare IT
5.2 Challenges in information integration within and among healthcare institutions
5.3 Healthcare IT standards
5.4 Public Health Informatics
|6. Electronic Health Records (EHR) and Clinical Decision Support Systems (CDSS)||6.1 Clinical Information Systems Overview
6.2.EHR-Why do we need it?
6.3 Ideal functional capabilities for the EHR
6.4 Clinical Data Repositories
6.5 Technical and Organizational issues in EHR Implementation
6.6 Health Care Provider Order Entry-Managing the Challenges
6.7 CDSS-Overview and Structure
6.8 CDSS-Impact of CDSS
6.9 Challenges in Implementing CDSS
6.10 Health Information Exchange (HIE)
6.11 HIE Challenges
|7. Databases, Data Warehouses and Data Mining||7.1 Databases in Healthcare IT
7.2 Data Warehouses and Data Mining in Health IT
|8. Privacy and Security of Health Information||8.1 Definitions of concepts
8.2 Legal and Ethical background and current status of privacy and security legislation
8.3 Recommendations on best practices
8.4 Tradeoffs of security and access
|9. Evaluation of Health Information Technology||9.1 Evaluation Strategies for Health IT
9.2 Realizing Benefits of Health
9.3 Economic Evaluation of health IT
|10. Telemedicine||10.1. Telemedicine technologies
10.2 Telemedicine laws and regulation
10.3 Examples of telemedicine applications
|11. Legal and Ethical Issues in Health Informatics||11.1 Legal and Ethical Issues in the use of Clinical Decision Support Systems
11.2 Ethical Issues in Telemedicine
11.3 Ethical Issues in Consumer Health Informatics (including online health information, email between patients and providers)
11.4 Legal and Ethical Obligations of Developers, Vendors and Users of Health IT
11.5 Regulations and laws related to health IT
|12. Group Project Presentations||Miscellaneous topics|
The target audience for this Internet enduring material activity is physicians and other healthcare professionals.
The AMIA 10x10 with UAB course will consist of 11-weeks of on-line training, and an optional in-person session held in conjunction with the Fall 2019 AMIA Annual Symposium in Washington, DC. (November 16 - 20, 2019). The Web-based portion of the course will be provided through readings, on-line lectures and interactive discussions. The in-person sessions will bring together attendees to meet leaders in the field and other students. Students will also have the opportunity to take targeted training through AMIA education programs. The tuition covers tuition and fees for both the on-line and in-person sessions. 10x10 registrants will receive member rates to any AMIA meeting they attend during the year of their 10x10 course.
This survey course provides a broad overview of the field, highlighting the key issues and challenges for the field. The course is taught primarily in an asynchronous manner, however, students are strongly encouraged to keep up with the course materials in order to benefit from the interactive discussion with faculty and other students. The course uses the following teaching modalities:
- Voice-over-Powerpoint lectures - The key material is delivered through the course delivery tool. To view the Powerpoints you will need the JAVA Script plug-in and/or Flash plug-in which is freely available and already installed in almost all Web browsers. The content is easily accessed by any connection to the Internet.
- Interactive threaded discussion - Students engage in discussion on important issues using the on-line bulletin board. The course director will provide feedback to students either as part of the discussion or at the conclusion of discussion.
- Reading assignments - The course uses a textbook designed to provide a practical overview of key issues in the informatics field and supplemental readings as necessary. In addition, students are pointed to other key documents, articles, reports, and papers from the field. The textbook must be purchased by the student and is not included in the tuition price. The text that is required for this course is: Health Care Information Systems: A Practical Approach for Health Care Management, 4th Edition - Karen A. Wager, Frances W. Lee, John P. Glaser. 2017. ISBN: 978-1-119-33718-8. Please be aware that the fourth edition of this text is required.
- Additional assignments-Students will have have a group project presentation that will be presented at the 2018 AMIA Annual Symposium.
The on-line part of the course is accessed via the Blackboard course delivery tool. At the onset of the course, each student will be provided a login and password by the UAB distance learning staff, who also provide technical support for the course. In addition to the textbook, all other assigned readings are either freely available on-line or provided by UAB. Students are expected to keep up with the materials each week and participate in ongoing discussion.
The optional in-person component aims to bring students and faculty experts together to present their group project and to discuss the course and additional educational or career opportunities. Students must complete the on-line portion of the course to be eligible to attend the in-person session. In addition, students will work with the instructor prior to the in-person session to arrange for attendance at AMIA symposium workshops to complement the online materials. Students who complete the 10x10 program, and who apply for, and are accepted into, the UAB Master of Science of Health Informatics program can have 3 graduate credit hours of the first masters’ courses waived upon completion of several additional requirements (email firstname.lastname@example.org if interested in this option).
We are pleased to announce the 10x10 course in partnership with the University of Alabama at Birmingham (UAB) which will start in March 2019 with an optional in-person session taking place at the 2019 AMIA Annual Symposium in Washington, DC, November 16-20, 2019. The in-person session date will be determined in early 2019.
One of the goals for the in-person session at the end of the 10x10 course is to provide a means for students to meet other 10x10 participants in a relaxed setting. Course faculty will be available to discuss the course as well as provide advice on other informatics career opportunities and courses.
AMIA 2019 Annual Symposium
A second goal is provide an opportunity for students to supplement what they have learned in the course with attendance at workshops at the AMIA 2019 Annual Symposium. Registered students will receive registrations to two workshops of their choosing during the AMIA 2019 Annual Symposium. Selection of workshops will be done in consultation with the instructor and will be based on individual student needs. Students will receive course credit and a certificate of completion for completing all course requirements. Attendance at the workshops and in-person session is an added benefit of registration in this course, but is NOT mandatory.
|Unit||Topic||Date Materials Posted|
|1||Introduction to Health Informatics and Evolution of Healthcare Information Systems|
|2||System Lifecycle and Strategic Planning for IT Systems|
|3||Knowledge Management and Use of IT for Operational Efficiency|
|4||Planning for Acquisition and Implementation of healthcare IT System|
|5||Networking and Telecommunications, Information Integration|
|6||Public Health Informatics and Group Project assigned-Miscellaneous topics|
|7||Electronic Health Records, Clinical Decision Support Systems, and Health Information Exchange|
|8||Databases, Data Warehouses, and Data Mining|
|9||Privacy and Security of Health Information|
|11||Legal and Ethical Issues in Health Informatics|
|12||Evaluation of Healthcare Information Technology|
The virtual course portion will run from March to June 2019. The class will be based primarily on participating in collaborative discussions, focused team projects, and debates on key issues in health informatics. An optional in-person presentation of a group project will occur at the AMIA 2019 Annual Symposium. A total of up to 48 continuing education credits are available for this offering. 42 continuing education credits are available for the full virtual portion of the course, and an additional 6 credits are available if a registrant attends the in-person session at the culmination of the course.
The American Medical Informatics Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
Credit Designation Statement
The American Medical Informatics Association designates this enduring material for a maximum of 48 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Estimated Time Expected to Complete Activity
Estimated time to complete this activity: 48 hours
Criteria for Successful Completion
Completion of this enduring material is demonstrated by participation in all online sessions, completion of a team/Capstone project, completion of participant survey, attendance at an in-person session for class participants with the faculty is optional.
No commercial support was received for this activity.
As a provider accredited by the ACCME, AMIA requires that everyone who is in a position to control the content of an educational activity disclose all relevant financial relationships with any commercial interest for 12 months prior to the educational activity.
The ACCME considers relationships of the person involved in the CME activity to include financial relationships of a spouse or partner.
Faculty and planners who refuse to disclose relevant financial relationships will be disqualified from participating in the CME activity. For an individual with no relevant financial relationship(s), the participants must be informed that no conflicts of interest or financial relationship(s) exist.
AMIA uses a number of methods to resolve potential conflicts of interest, including: limiting content of the presentation to that which has been reviewed by one or more peer reviewers; ensuring that all scientific research referred to conforms to generally accepted standards of experimental design, data collection, and analysis; undertaking review of the educational activity by a content reviewer to evaluate for potential bias, balance in presentation, evidence-based content or other indicators of integrity, and absence of bias; monitoring the educational activity to evaluate for commercial bias in the presentation; and/or reviewing participant feedback to evaluate for commercial bias in the activity .
Disclosures for this Activity
Eta S. Berner, EdD, discloses that neither she nor her spouse have relevant financial relationships with commercial interests.
Matthew Wyatt, Assistant Director of Informatics at UAB Center for Clinical and Translational Science discloses that neither he nor his spouse have relevant financial relationships with commercial interests.
For questions about the 10x10 course please contact Susanne Arnold, Education Program Manager at email@example.com or (301) 657-1291.