Overall Objectives and Rationale
Introduce informaticians, IT team members, clinicians, and public health practitioners to fundamental principles about terminologies and standards and their importance for the exchange and meaningful use of health information. Use of standards are critical for interoperability and are required for the meaningful use of data, both for their primary use (e.g. in the clinical setting) as well as their secondary use for quality monitoring, public health reporting, decision support, and research and analysis. It is important for persons involved in the design, development, and use of systems to understand the role, use and benefits of standards for terminology, messaging, and information modeling. This course provides foundational knowledge and introduces students to the skills, resources, and concepts that will allow them to be a life-long learner and work in this evolving field.
Biomedical Informatics is defined as “the interdisciplinary, scientific field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving and decision making, motivated by efforts to improve human health” by the American Medical Informatics Association (http://www.amia.org) . We will work together with open communication in our seminars interactions to help each other succeed, be collegial, and build skills and knowledge.
This course is intensive and two months in length.
The University of Utah's contribution to the AMIA 10x10 program is an introductory course on Terminologies & Standards used in the fields of Clinical and Public Health Informatics. This web-based interactive course is co-directed by Stan M. Huff, MD, and Damian Barbolla, in the Department of Biomedical Informatics, School of Medicine at the University of Utah. Students will acquire knowledge through didactic learning using voice-over-PowerPoint lectures, readings, interactive discussions, and self-assessment tests.
To introduce informatics students, informaticians, IT team members, clinicians, and public health practitioners to fundamental principles about terminology and standards and their importance for the exchange and meaningful use of health information. Students will develop basic analysis and lifelong learning skills to engage in the evolving field of public health informatics.
The target audience for this Internet enduring material activity is IT team members, clinicians, public health practitioners, physicians and other healthcare professionals.
After participating in this activity, the learner should be better able to:
- Describe the purpose, benefit, and limitations of using data standards
- Describe the role of standards for secondary use of data for quality improvement, public health reporting, decision support, and research and analysis.
- Explain the desiderata for terminology and implications of misuse
- Use different terminology browsers to look for codes and an information model to structure clinical content
- Evaluate health-related messages and map content to standard codes
- Develop a simple standard based clinical application
- Identify Standards Development Organizations and resources for further self-directed learning as the field evolves.
Canvas, the University of Utah's online teaching resource, will be used to manage the course. Students will be given instructions about how to use Canvas after they enroll. All communication will be initiated from Canvas, so correctly specifying your email address and setting up the mail forward feature is critical for communication. Use the Canvas email to communicate with the Instructor and TA so your emails do not get lost.
This graduate level course has two main parts:
1) Didactic learning is web-based and is provided through voice-over powerpoint lectures, readings, interactive discussion, and self-assessment tests. High speed internet access is highly recommended. Most of the readings and resources required for the course are publicly available, and students will be pointed to relevant free online webinars that occur during the course, as well as resources that will provide ongoing learning after the course is completed.
2) Skill development is enabled by participation in a Case Study. The students will be given feedback and the opportunity to share and learn from one another. At the end of the course, students will have at least the following skills:
- Be familiar with the existing tools for browsing different terminologies.
- Map data to standard vocabularies for information exchange and system integration.
- Dissect an HL7 v2 message and understand the meaning of each section.
Course Content Overview:
1. Presentations regarding standards and clinical terminologies, and informatics applications.
2. Readings related to Healthcare and Public Health Standards and controlled terminologies
3. Materials will be posted on-line in Canvas. Students will discuss the content and formulate questions related to activities during in-person meetings.
4. Students will develop a standard based clinical application of their choice to synthesize the materials provided in class
Canvas, the University of Utah’s online teaching resource, will be used to manage the course. Didactic learning is web-based and is provided through voice-over-PowerPoint lectures, readings, interactive forum discussions, and self-assessment tests. Invited guest speakers will present lectures on a variety of relevant topics using the same platform. Most of the readings and resources required for the course are publicly available. Skill development is enabled by participation in a variety of case studies, students will apply standards-based system design and utilize programing. During the course students will have to employ their writing and oral presentation skills in relevant assignments. The students will be given feedback and the opportunity to share and learn from one another. Lab sessions: There will be a weekly lab on Tuesdays at 8.30 AM. The lab will be led by course instructors and other invited presenters may also attend when appropriate. The objectives of these sessions will be to work on hands-on activities, and additionally instructors will provide additional guidance on course materials, laboratory assignments, and projects. Those unable to attend in person may join remotely via WebEx, and recordings of the sessions will generally be uploaded on the Canvas page.
To satisfactorily complete the course students need to do the following: 1) score at least 80% on the quizzes; 2) participate in any online discussions assigned for selected modules (participation is tracked by the system); 3) complete the exercises assigned during the course. Graduate-level thinking, writing, and independent study will be expected. Students taking the course for continuing education are encouraged to fully participate; but full participation is not required. The instructors will respond to all students in a similar manner regardless of whether or not the student is taking the course for credit. Each activity is worth a percentage of the final score: Graded quizzes 50%; self-graded exercises 30%. Final exam 20%.
Outline of Course Topic Modules
The topics and schedule are described below. We will provide detailed "topic guides" that specify the readings and learning activities.
|Week 1||Introduction||Course overview, Introduction to Standards and Terminologies|
|Clinical Models||Clinical models|
|Integration Activity||Putting all together activity|
|Other relevant Standards||
Even though the 10x10 course is on-line, it provides a great deal of interaction among the faculty, teaching assistants, and students. A discussion forum is set up for each unit of the course, where students can pose questions, comments, and opinions related to the course materials. The instructor poses 1-2 questions to kick off the discussion but students are encouraged to post their own questions and engage in discussion with their classmates.
Late Assignment/Missed Assignments Policy
Assignments will be accepted for two weeks past the due date if approved in advance of the due date by the instructors. Assignments not completed after 2 weeks are given a zero.
The course has no textbook. Students are provided assigned readings from 1-3 key articles or reports for each unit. Students are also provided additional resources for topics covered in the lectures.
ADA policy: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the instructor and the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services.
The course website is available in Canvas at http://uonline.utah.edu/canvas/ with some details about the course, the schedule, slides available after the presentation and eventually before it, links to recorded meetings, links to references, etc.
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 50 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: 50 hours.
Criteria for Successful Completion
Completion of this enduring material is demonstrated by scoring at least 80% on the quizzes, participation in any online discussions assigned for selected modules and completion of exercises assigned during the course.
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
|Role||Name||Relationships YES/NO||Type of Relationship||Commercial Interest|
|Faculty||Stanley M. Huff||No|
|Faculty||Guillerme Del Fiol||No|
|Faculty||Lee Min Lau||Yes||Stockholder||3M|
Instructions for Claiming CME Credit
The instructor will send a list of all participants who satisfied course requirements to AMIA.
- A computer with an Internet connection.
- Internet Explorer 8 or higher, Firefox 4.x or higher, Safari 2.x or higher, or any other W3C standards compliant browser
- HTML5-capable browser for video or audio play or download
- Additional software such as PowerPoint® or Adobe Acrobat Reader software
For questions about the 10x10 course please contact Susanne Arnold, Education Program Manager at email@example.com or (301) 657-1291.