• June 6-8, La Jolla, CA

    InSpire 2017: Developing the Health Informatics Workforce of the Future

    A Conference for Educators and Employers

InSpire 2017 Thursday Sessions

Thursday, June 8


7:00 a.m. – 8:00 a.m.

Business Meeting – Academic Forum Business Meeting (open to all attendees; not for credit)

8:00 a.m. – 9:00 a.m.

S12: Presentations - Health Informatics Tools and Training

The Role of Informatics Education in Facilitating Team Science: Synergies between Two Federally Funded Informatics Training Programs in the Health Sciences 
Keyword: Tools for Collaboration and Teaching

George Demiris, University of Washington 

We present a study that demonstrates an approach we implemented at the University of Washington to explore synergies between two federally funded informatics training programs, one for nursing and the other for biomedical and health informatics scientists, to expose trainees to both the theoretical and applied aspects of team science. We introduced a series of initiatives to facilitate team science preparation including common research seminars, the formation of interdisciplinary teams engaging faculty and trainees from both units as well as community partners, and a forum to foster the review of work in progress by diverse teams. Formative evaluation of this approach included annual surveys, focus groups and interviews. Formative evaluation of this approach includes annual surveys, focus groups and interviews.The implementation of synergistic educational efforts can leverage the expertise and infrastructure of individual programs to enrich the training experience for all trainees. Practical challenges need to be addressed to maximize the benefits from such efforts.

Electronic Health Record Resources Used in Informatics Training Programs: Results of an AMIA Academic Forum Research Survey
Keyword: Tools for Collaboration and Teaching

Karen Monsen, University of Minnesota School of Nursing
Prerna Dua, Louisiana Tech University
Victoria Wangia-Anderson, University of Cincinnati
Philip Kroth, University of New Mexico School of Medicine 

This presentation summarizes the survey results of AMIA members regarding what EHRs are used as part of informatics training programs, the characteristics of those EHRs, the types of programs, length of use, and how they have been used. Respondents shared a common interest in providing hands-on access to EHRs across training program levels and disciplines. Respondents provided insight into functionality and application of several EHRs in a wide variety of training venues.

Training the Next Generation of Informaticians: Combining Content, Context and Practice
Keyword: Masters Programs

Damian Borbolla, University of Utah
Charlene Weir, University of Utah
Brian Chapman, University of Utah
Jennifer Garvin, University of Utah
Karen Eilbeck, University of Utah
Wendy Chapman, University of Utah 

There is evidence of market demand for professional training in clinical and bioinformatics. The Department of Biomedical Informatics at the University of Utah (UUDBMI) has introduced a two-year Biomedical Informatics Professional Master’s Degree curriculum. In this presentation, we will provide an overview of the guiding principles for its development and implementation. Our curriculum development is in alignment with the four-component instructional design system (4C/ID-model), and the Adult Learning principles. We use a combination of content, context, and practice to guide our curriculum development. Curriculum content was derived from 1) literature reviews of biomedical informatics core competencies, 2) student and faculty feedback from our existing MS degree, and 3) input from our Industry Advisory Board (IAB) Steering Committee. Context includes target professional settings, which we defined as health care delivery systems, established industry settings, and entrepreneurial settings. We incorporate practice across the curriculum through the flipped classroom model with active learning activities in class and through hands-on practicums. In the fall 2016 the new curriculum was implemented, with the following distinctive elements: Content: We offer a core informatics curriculum with seven areas of emphasis reflective of our strengths at UUDBMI: 1) Clinical Informatics. 2) Informatics Leadership, 3) Clinical Decision Support Systems Design & Implementation, 4) Natural Language Processing, 5) Sociotechnical Design & Evaluation, 6) Data Science and Healthcare Analytics, and 7) Bioinformatics. Context: one core course on healthcare delivery and a seminar series where professionals from Health IT companies, healthcare organization and informatics start-up companies describe their goals, their job duties, and their greatest challenges. Practice: We implemented active learning techniques within courses like programming and data science, and student can also enroll in Industry and UUDBMI service-lines Practicums. We have successfully applied the 4C and the Adult Learning theoretical frameworks in our MS curriculum to assist students in learning critical content and practice skills in the context of their professional target goals.

S14: Ignite Session 2

The Indiana Training Program in Public and Population Health Informatics 
Keyword: Post-doctoral Programs

Brian Dixon, Indiana University Fairbanks School of Public Health
Christopher Harle, Indiana University Fairbanks School of Public Health
Joshua Vest, Indiana University Fairbanks School of Public Health
Shaun Grannis, Indiana University School of Medicine
Titus Schleyer, Indiana University School of Medicine

This presentation will showcase our new training program focused on public & population health informatics (PHI) and invite dialogue with attendees who have complementary training programs that may be interested in partnering with us. Through pre-doctoral and post-doctoral training, the program prepares research scientists to advance the development, implementation and adoption of information systems used in clinical and public health organizations to improve population health and inform health policy.

Learning from Our Experience: Constructive Informatics Capstone for Adult Learners
Keyword: Workforce Development

Ruth Bush, University of San Diego
Jonathan Mack, University of San Diego 

It is the goal of the Health Care Informatics (HCI) capstone to educate and to train highly skilled graduates who are well prepared to enter the HCI workforce. The correct mentorship, expectations, placement, and deliverables must all align to provide meaningful real world experience. This presentation will share lessons learned during our capstone curriculum evolution resulting in an on-target interdisciplinary and collaborative practice experience.

Clinical Informatics Fellowships 2.0 - The dual-track pathway?
Keyword: Clinical Informatics Fellowship

Tushar Patel, University of Illinois at Chicago

Clinical Informatics fellowships are rapidly growing and evolving. As of 2017, there are 24 ACGME accredited clinical informatics fellowships. These are 2 year fellowships that culminate in ABMS board eligibility in Clinical Informatics. Many of these fellowships are now evolving to offer interested fellows the option to participate in dual-track fellowships, whereby they would become board-eligible in clinical informatics and another subspecialty. Will this pathway be the future (ie, v2.0)?

Digital Currency in Healthcare: The Next Disruptive Innovation
Keyword: Innovation and Business Incubation

Benjamin Schanker, Yale New Haven Health/Bridgeport Hospital

Inefficiencies are abundant within U.S. healthcare delivery systems. Healthcare has historically lagged behind other industries, such as banking, transportation, defense, communications and education in regard to leveraging innovative technologies. Informatics-driven health policy reform has endeavored to promote high-quality care while reducing costs, however various implementations of pay-for-performance, quality metrics, and meaningful use incentives have yielded mediocre results. Bitcoin, a global cryptocurrency based on block chain and distributed ledger technologies, has gained considerable traction as a novel mechanism of paying for goods and services. A number of innovative initiatives across the U.S. are using digital/virtual currency to financially and socially reward healthcare providers who improve the quality of patient care. Data on utilization of virtual currency in healthcare have shown promising early efficacy in improving provider performance and when applicable, patient engagement. Most compelling are applications in which virtual currency can be exchanged for gift cards, cash, or other conventional currencies of value. Digital currency is a powerful incentivization tool that will radically disrupt the healthcare industry. Informatics-driven alternative payment models will soon change the way that value is determined and transferred between and among enterprises and employees.

Informatics as a Home for Telemedicine Education
Keyword: Inter-professional Informatics

Pamela Hoffman, VA Connecticut Healthcare System
Cynthia Brandt, VA Connecticut Healthcare System
Joseph Erdos, VA Connecticut Healthcare System
Karen Wang, VA Connecticut Healthcare System 

Telehealth is a well-established modality for treating patients at a distance and improving access to care. However, the practicalities of teaching telehealth and telemedicine are difficult to replicate and share as trainings need individuation to the chosen technology as well as program-specific requirements, both of which change regularly. We in informatics and informatics education are uniquely aware of changes in technology and are ideally positioned to help programs consider and modify telemedicine education tools to be useful in their ever-changing practices.

This Ignite talk will discuss my personal commentary on why it could be very useful for the future of telemedicine education to have a home in informatics. This Ignite talk aims to go through where telemedicine education is and where it could be going. It will also give opinion on why informatics education could be the most useful transporter of this knowledge.

Reclaiming the Curmudgeons & Resistors
Keyword: Workforce Development

Dani Przychodzin, Shenandoah University 

Shenandoah University created a unique healthcare information technology (HIT) certificate program, not for informaticists, but targeted to curmudgeons and IT resistant mid-career clinicians. This underserved group, who earned clinical credentials before HIT skills were taught, can overcome fear of the unknown by gaining foundational knowledge and understanding of basic HIT concepts. The accessible on-line program is formatted in convenient 15-minute blocks and authored by experts from the trenches. Salvage curmudgeons - send them to SU!

8:00 a.m. – 10:00 a.m.

S13: Workshop - Successfully Applying Program Assessment Tools for Master’s Programs in Health Informatics Accreditation

Keyword: Masters Programs

Stephen Johnson, Weill Cornell
Sue Feldman, University of Alabama at Birmingham
Suzanne Boren, University of Missouri
Guenter Tusch, Grand Valley State University
Annette Valenta, University of Illinois 

This interactive workshop will present an overview of the 2017 Health Informatics Competencies for Master of Health Informatics Programs endorsed by the American Medical Informatics Association (AMIA) and developed in collaboration with the AMIA Accreditation Committee and the CAHIIM Health Informatics Accreditation Council. Participants will be engaged in discussion, design and application of learning activities and projects to guide graduate student achievement of the specific outcome competencies. Approaches to incorporating these competencies into newly designed or existing academic programs in health information management will be a hallmark of this workshop along with guidance on CAHIIM tools used in the accreditation process.

9:00 a.m. – 10:00 a.m. CANCELED

S15: Panel - Collaborative Healthcare Workforce Training Matching the Expanded Scope Health Informatics

Keyword: Workforce Development

Josette Jones, Drexel University 

The broader scope of health informatics starts as small as DNA level, to small molecules, to diseases, to patient, to population, and to the public. Advanced health informatics education should cover translational bioinformatics, consumer health, clinical health, population health, public health, and clinical informatics research (1). It is not feasible for one health informatics program to train their students in all these different areas of health informatics. Therefore, collaboration among the higher education institutions is mandatory together with ongoing discussions with local and national healthcare industry and the Office of the National Coordinator for Health Information Technology (ONC) to understand the demands for the health informatics workforce. A comprehensive competency-based training program must be conceptualized to dynamically respond to the increasing demand for continually improving health information technology (HIT), as technology and health care industries change, evolve and expand. In addition, the training program must be flexible to accommodate the health informatics workforce compromising individuals with different roles (physicians, nurses, administrators, clerical staff, etc.) and various educational background. Hence the need for an adaptable training program, to meet the needs of a diverse workforce with different skill sets and training levels.

10:30 a.m. – 11:30 a.m.

S16: Panel - Updating the ONC Health IT Curriculum and Using it to Provide Training for Incumbent Heatlhcare and Health IT Professionals

Keyword: Workforce Development

Susan Fenton, UTHealth School of Biomedical Informatics
Eta Berner, University of Alabama at Birmingham
William Hersh, Oregon Health & Sciences
Rita Kukafka, Columbia University
Harold Lehmann, Johns Hopkins

Although the main goal of the Health Information Technology for Economic and Clinical Health (HITECH) Act was to provide funding to stimulate adoption of electronic health records (EHRs) by hospitals and clinicians, a secondary goal was to strengthen the workforce that would develop, implement, and evaluate that adoption. The Office of the National Coordinator for Health IT (ONC) provided funding to train that workforce and establish curricular materials that could be used for such education. In 2015, ONC awarded additional funding to seven institutions to update the curriculum and use portions of it to provide short courses to train incumbent healthcare and health IT professionals, especially in areas related to using IT to provide value-based care.

This panel will be composed of the five graduate school grantees participating in the ONC’s recent Curriculum Development and Training grant. The grantees have developed new content, which will be made publicly available in June 2017. Each grantee has also been tasked with training 1,000 incumbent health care workers. By the end of the session, attendees will:
* List and describe the new ONC curricula components;
* Discuss the different continuing education delivery methods employed by the grantees;
* Summarize the current trainee evaluation results

S17: Presentations - Clinical Informatics Fellowships

Characteristics of the National Applicant Pool for Clinical Informatics Fellowships
Keyword: Clinical Informatics Fellowship

Douglas Bell, UCLA
Kevin Baldwin, UCLA 

Objective. To estimate characteristics of applicants for 2017 clinical informatics fellowship positions without sharing their identities, we conducted an anonymous national survey and collected aggregate application counts from program directors. Methods. Soon after match results were announced, program directors emailed all of their applicants an invitation containing an anonymous link to a survey on SurveyMonkey. Of the 18 programs, 17 sent at least one email and most programs sent 1-2 reminder emails. Results. The 18 programs each received 15.2 completed applications, on average. Successful applicants submitted 165 distinct applications across the 18 programs; thus, they applied to an average of 5.5 programs each (from 4.6 last year). Unsuccessful applicants submitted 110 distinct applications, in aggregate. Thirty-three applicants responded to the online survey. The average program-level response rate was 64% (range 31% – 100%). The six respondents who failed to find a 2017 fellowship position applied to an average of 2.5 programs each, vs. 5.7 for the successful respondents. Of note, only one applicant was black; none was Hispanic or American Indian/Alaska Native. Assuming the average application count was 2.5 across all unsuccessful applicants, there were 44 distinct unsuccessful applicants for 2017 positions, for an overall acceptance rate of 40%. Conclusions. The national candidate pool for clinical informatics fellowships appears to be growing at least as fast as the number of available positions. Efforts are needed to increase the diversity of clinical informatics applicants.

Decentralizing Innovation: The Benefits of an Informatics Curriculum that Provides EHR Build Experience to Empower Residents
Keyword: Fellowships and Residencies

Brooke Luo, Children’s Hospital of Philadelphia
Anthony Luberti, Children’s Hospital of Philadelphia
Evan Orenstein, Children’s Hospital of Philadelphia
Mark Mai, Children’s Hospital of Philadelphia 

Discussing the benefits of a residency informatics curriculum that provides EHR build experience and development environment access to residents in a step-wise approach. This type of curriculum has wide-ranging consequences for the hospital and residency program. It empowers residents to problem-solve, fosters an interest in clinical informatics, and has the byproduct of improving the quality of healthcare delivery across many domains within the hospital.

The Standards Development Experience: Engaging Clinical Informatics Fellowship Programs through Structured Standards Development Organization Projects
Keyword: Clinical Informatics Fellowship

Feliciano Yu, University of Arkansas for Medical Sciences
Anita Walden, University of Arkansas for Medical Sciences
Lawrence Tarbox, University of Arkansas for Medical Sciences
Meredith Zozus, University of Arkansas for Medical Sciences 

Clinical Informatics (CI) Fellowship Training programs will become the pathway for Board Certification. Practical understandings of data standards are among the hallmarks of well-trained clinical informatician. The University of Arkansas for Medical Sciences is proposing a collaboration with AMIA and standards development organizations (SDO) to design an experiential program for Fellows that aligns with CI Subspecialty’s Core Content on clinical data standards. This educational program links the physicians and SDOs around healthcare data standards projects.