• June 6-8, La Jolla, CA

    InSpire 2017: Developing the Health Informatics Workforce of the Future

    A Conference for Educators and Employers

InSpire 2017 Wednesday Sessions

Wednesday, June 7

Keywords:

9:00 a.m. - 10:00 a.m.

S01: Panel - Developing Clinical Natural Language Processing Workforce of the Future

Keyword: Workforce Development

Chun-Nan Hsu, UCSD
Wendy Chapman, University of Utah
Hongfang Liu, Mayo Clinic
Hua Xu, University of Texas Health Science Center at Houston
Kai Zheng, UC Irvine

Clinical Natural Language Processing (cNLP) is a scientific domain dedicated to developing tools and capacity for maximizing the value of unstructured clinical narratives (e.g. progress notes, radiology reports, referral letters), one of the most information-rich yet underutilized sources of healthcare data. The goal of cNLP is to extract useful information locked in medical text to improve healthcare delivery and management, clinical and translational research, and ultimately patient health. Sample applications include identifying eligible patients for clinical studies, extracting findings and relations for post-marketing drug safety surveillance, and supplementing structured data to generate more accurate clinician performance reports for quality improvement. Given the shortage of qualified individuals who are able to develop cNLP applications and promote their widespread use, it is imperative to prepare future generations of workforce who are equipped with the skills to process medical text using cNLP, help clinicians and researchers interpret the results, and integrate cNLP applications with health IT systems and other sources of biomedical data. In this panel discussion, we will discuss the challenges and opportunities of training the cNLP workforce of the future. The panelists are experienced cNLP researchers and educators, who will share their experiences designing and establishing their cNLP mentoring and educational programs.

S02: Presentations – Health Informatics Education

Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM): 2017 Update
Keyword: Accreditation

Judith Warren, Warren Associates LLC
Claire Dixon-Lee, CAHIIM

An overview of CAHIIM will be presented. The process of updating accreditation standards revisions and public review will be discussed. Collaborative activities with AMIA will be highlighted.

Online Masters in Health Informatics Programs and Data Science
Keyword: Data Science/BD2K

Robert Hoyt, University of West Florida 

Introduction: Data analytics has become an important aspect of most industries. Is it a significant component of online Masters in Health Informatics (MSHI) programs? Methods: Fifty-four online MSHI programs were identified with a Google and AMIA search. Results: 80% of MSHI programs include one data science component (database management, analytics, machine learning, big data, programming, biostatistics), but it was uncommon to have 2 or more such components. Discussion: Most online MSHI programs include only a minor emphasis on data science. Conclusion: MSHI programs should consider “beefing up” data science components in their curricula.

Writing Skills: A Priority
Keyword: Competencies

Susan Fenton, UTHealth School of Biomedical Informatics 

The advisory council for a graduate informatics program recommended an increased emphasis on developing student writing skills. In addition to adding a business technical writing course, this program introduced a professionally developed writing assessment. The writing assessment is not required for admission. Students complete the assessment as a part of orientation. Over three semesters a total of 211 students completed the writing assessment. Out of a possible 16 points, a student must score 10 to pass. Of the 20 not receiving a passing score, 9 or 45% are no longer enrolled in the program. Students are assigned to remediation if they do not receive a passing score. Although still in the early stages, the writing assessment has been decided to be an integral part of the onboarding for SBMI applicants to emphasize the need for effective written communication skills for informatics professionals.

10:30 a.m. - 12:30 p.m.

Business Meeting – CCIPD Open Business Meeting (open to all attendees; not for credit)

S03: Workshop – The Spectrum of Blended Learning in Health Informatics Education: How do Educators Adapt?

Keyword: Tools for Collaboration and Teaching

David Marc, The College of St. Scholastica
Josette Jones, Indiana University - Purdue University Indianapolis
Kevin Baldwin, UCLA

Health informatics education encompasses a wide range of technical and clinical content. The method for delivering the content varies widely across academic institutions and by the modality of instructional delivery. Health informatics education is currently incorporated into high schools, baccalaureate, master’s, doctoral, post-doctoral, and medical residency fellowship programs. The delivery of content to each audience can vary depending on the intended curricular competencies and outcomes. Also, education can be delivered in a traditional classroom setting, online, or through a hybrid approach including both classroom and online components. Each setting has unique challenges and opportunities regarding student engagement, flexible scheduling, and incorporating experiential learning opportunities. The purpose of this workshop is to create a collaborative setting for educators and other stakeholders to interact and discuss relevant topics related to instructional delivery, technologies, and challenges at all academic levels and based on the instructional delivery method to ultimately meet the demands of teaching core health informatics content, workforce preparation, and evaluating learners. Attendees will organize into groups based on educational levels and delivery methods to discuss their own experiences and understanding of health informatics education. The goal of the workshop is to identify effective methods for delivering health informatics content, share insights and lessons learned, and develop a community of educators. Attendees will leave the session with a better idea on how to develop curricula across the spectrum of informatics educational settings; incorporate multi-institutional, multidisciplinary, and/or inter-professional approaches to informatics programming; comply with accreditation criteria of relevant national and international certification organizations; and exchange best practices in informatics research and education to support the growth of academic informatics professionals and the students they educate.

S04: Ignite Session 1

The Flipped Informatics Classroom: Practices and Opportunities
Keyword: Teaching Innovation

Suzanne Boren, University of Missouri
Iris Zachary, University of Missouri 

The field of health informatics is an active field that requires students to learn skills that can best be acquired in an active learning environment. The flipped classroom enables not only the application of knowledge and integration of learning, but also includes teamwork, learning how to learn, analytical thinking, accountability, communication, presentation, and leadership, that go beyond cognitive learning. This session will present activities that can be applied in an informatics flipped classroom to create an engaged learning environment.

The Use of Social Media to Disseminate Nursing Research Among Professional Nurses
Keyword: Teaching Innovation

Heather Carter-Templeton, The University of Alabama
Mangala Krishnamurthy, The University of Alabama 

This presentation describes a research study aimed to address the effectiveness and feasibility of an asynchronous online journal club discussing evidence-based information via Twitter among a single group of participants in a nurse residency program at a regional medical center. We will share information about our intervention as well as the significance and innovativeness of the study.

Towards an Interprofessional Open Source Educational Clinical Information System: Preparing Healthcare Students for Practice
Keyword: Teaching Innovation

Glynda Rees Doyle, British Columbia Institute of Technology 

Electronic health records (EHR) systems are being widely adopted in Canada and around the world. Students graduating in the health sciences will be frontline users of these technologies and their acceptance, attitudes, and proficiency with these systems are a key factor in their readiness and safety to practice. This presentation will outline work being done to develop an interprofessional open source Educational Clinical Information System (EdCIS).

Expanded Graduate Degree Program in Biomedical Informatics
Keyword: Doctoral Programs

Thomas Powell, University of Arkansas for Medical Sciences
Fred Prior, University of Arkansas for Medical Sciences
Tremaine Williams, University of Arkansas for Medical Sciences
Meredith Zozus, University of Arkansas for Medical Sciences

In 2017 UAMS significantly expanded graduate educational offerings in Biomedical Informatics. The expanded program includes four tracks: (1) Translational Bioinformatics, (2) Imaging Informatics, (3) Clinical Informatics, and (4) Clinical Research Informatics. This ignite talk introduces the expanded program.

Eratosthenes, Hypatia, and Friends: Ruminations on Potential Patron Philosophers of Biomedical Informatics
Keyword: Teaching Innovation

Brian Chapman, University of Utah

We all have ideals that shape what questions we are willing to ask and what ends we strive towards. As a doctor of philosophy, I have often wondered, “Who is my patron philosopher of biomedical informatics?” I will provide an entertaining exploration of various philosophers that over the years have inspired me, my peers, or my mentors, and that would be good candidates for patron saints of biomedical informatics.

2:00 p.m. – 3:00 p.m.

S05: Panel: A STEM Pipeline for Biomedical Informatics: Five-year progress report from the University of Pittsburgh

Keyword: High School Scholarship

David Boone, University of Pittsburgh
Vanathi Gopalakrishnan, University of Pittsburgh
Michael Becich, University of Pittsburgh
Harry Hochheiser, University of Pittsburgh

Educating the next generation is paramount to our growing discipline. In this panel, the University of Pittsburgh’s Department of Biomedical Informatics will discuss their STEM pipeline that engages students from high school through graduate and medical school. The pipeline provides research mentoring in key areas of biomedical informatics including imaging, clinical research, population, and bioinformatics. High-school students and undergraduates participate in mentored internships focusing on innovation in biomedical informatics in collaboration with computer science and biology. An academic entrepreneur track focused on innovation as a discipline was added in 2015, and an area of concentration in Biomedical Informatics offered to all Pitt medical students was added this year. Early outcomes from the high school program demonstrate promise in increasing the number and diversity of students interested in informatics. Over half of the first 52 high school alumni are underrepresented or female. Of the 24 who graduated high school, 88% have matriculated into STEM majors. Seven of our alumni were AMIA High School Scholars and several others have coauthored manuscripts. Our experience demonstrates the potential of early mentorship and research experiences to increase the diversity of students in the emerging sciences like they have the traditional sciences. Key aspects of the model, lessons learned, and future challenges will be discussed. 

2:00 p.m. – 4:00 p.m.

S06: Workshop - Sustaining Excellence in Clinical Informatics Fellowships: Best Practices, Program Requirements, and Milestones

Keyword: Fellowships and Residencies

Bruce Levy, Geisinger Health System
Michael Leu, University of Washington
Vishnu Mohan, Oregon Health & Science University
Howard Silverman, The University of Arizona College of Medicine - Phoenix 

The American Board of Medical Specialties (ABMS) approved the creation of the Subspecialty in Clinical Informatics in September 2011. This was followed by the approval of the Program Requirements for Graduate Medical Education in Clinical Informatics by the Accreditation Council for Graduate Medical Education (ACGME) in February 2014. The number of accredited programs in 2016 has now grown to over 24. The formation of the Community of Clinical Informatics Program Directors (CCIPD) in 2016 provides a forum for aspiring and accredited programs to continue to evolve this Subspecialty.

The initial fellowship program requirements were substantially based on the 2009 AMIA Board White Paper: Core Content for the Subspecialty of Clinical Informatics JAMIA article. Since that article was published, there has been significant evolution of the content and practice of clinical informatics. Conversations with senior ACGME staff reflect their interest in collaborating with CCIPD to review and revise the Clinical Informatics Fellowship Program Requirements and Milestones. The first step in this process is the systematic gathering of feedback based on the actual experiences of operational programs. Subsequent steps involve multi-stakeholder review (including RRC representation) and eventual transition to the revised and approved new Program Requirements and Milestones.

This CCIPD sponsored workshop focuses on the first step of the above process. Drawing on the operational experiences of accredited programs, this workshop will 1) facilitate a ‘deep dive’ into best educational practices among accredited Clinical Informatics Fellowships and 2) identify possible modifications to the Program Requirements for Graduate Medical Education in Clinical Informatics and the National Clinical Informatics Milestones. All individuals and institutions interested in participating in the future of fellowship training in clinical informatics are welcome to participate. This proposal supports the InSpire conference aim “to create and sustain excellence in certification and accreditation”.

S07: Panel – Academic Uses of the EHR

Keyword: Curriculum

Harold Lehmann,Johns Hopkins School of Medicine
Robert Hoyt,University of West Florida
Josette Jones, Indiana University – Purdue University at Indianapolis
Glynda Rees Doyle, British Columbia Institute of Technology

We are now in the age of the EHR as the platform for just about all medically-related activities. The EHR was designed for billing and clinical care; population health and research have been added over the past few years. There are zero functionalities in the production EHR for new and ongoing medical education of users (except info buttons, perhaps). For instance, decision support has been shown to confer little to no educational transfer. One side effect is that most institutions have to create an educational version of their EHR, hand crafting all the functions required to do so.

The goal of this panel is for us to come up with a number of functions that are not currently supported but that we think would further the educational mission of training programs and CME at multiple levels. The speakers will raise features they have thought of, but the core of the session will be brainstorming on two fronts: What are new functions (and perhaps their priority), and how should we garner support (and consensus?) from the larger academic community, to lobby vendors, researchers, and developers with our needs.

3:00 p.m. – 4:00 p.m.

S08: Panel - Clinical Research Informatics Curriculum Development and Delivery

Keyword: Curriculum

Meredith Zozus, University of Arkansas for Medical Sciences
Peter Embi, Regenstrief Institute
Philip Payne, Washington University

In the last decade Clinical Research Informatics (CRI) has seen significant development as an important domain in Biomedical Informatics. Today, CRI curriculum development and delivery support professional development for CRI practitioners, conceptual level training for clinical and translational scientists, and graduate education for both CRI practitioners and the next generation of CRI researchers. This panel provides an overview of the development of CRI and presents curriculum development and delivery examples across the spectrum of CRI training.

S09: Presentations - Workforce Development

Creating Analytics Capacity in an Integrated Health Care System
Keyword: Workforce Development

Diane Bedecarre, Department of Veterans Affairs
Elizabeth Chapman, Veterans Health Administration

Analysis of the volumes of available health care data can lead to reduced cost, improved care coordination, enhanced decision support and improved patient outcomes. However, many health care organizations are not equipped to manage the volume, velocity, variety and veracity of data. Over a third of organizations surveyed cited the lack of skilled analytics staff as a significant obstacle. We describe development of an introductory training program which will be available for national dissemination.

Experiential Learning for Health Informatics Workforce: Teaching Smart Home for Healthcare Applications to Health Informatics Students.

Hasan Sapci, Adelphi University
Aylin Sapci

According to the U.S. Census Bureau's recent projections, the population aged 65 and over will double in 2050. World Health Organization (WHO) projected the number of older people 1.5 billion people by this date. This data on aging shows the need for new solutions for heart disease, stroke, cancer, dementia, Alzheimer's disease and other chronic and noncommunicable diseases. Smart home technology infrastructure consists of sensors, monitors, interfaces and network devices and this is a perfect opportunity to develop new management and treatment protocols. Tomorow's health informaticians will develop innovative health informatics applications, systems, and devices to maintain independent living at home but current programs and curriculum is not ready for these competencies. The authors received a fund to establish a smart-home for healthcare simulation environment and developed a framework to integrate experiential learning practices to support the development of new health informatics applications for remote patient monitoring using smart home technologies. This presentation will share our findings and discuss potential opportunities for new programs.

Cross-Institutional Collaboration for Undergraduate Medical Education: A Case Example Between Indiana and Northwestern

David Chartash, Indiana University
Matthias Kochmann, Regenstrief Institute
Marc Rosenman, Indiana University
Abel Kho, Northwestern University
John Finnell, Regenstrief Institute

The Regenstrief Institute at the Indiana University School of Medicine and the Center for Health Information Partnerships at the Feinberg School of Medicine of Northwestern University have collaborated to provide cross-institutional medical student education in clinical/medical informatics. Through the use of dedicated virtual conferencing, learning management software and education and research resources, it focuses on providing a didactic base for medical students to support workforce development and research.

4:30 p.m. – 5:30 p.m.

S10: Panel - Toward Multi-Disciplinary Synergy in Academic Health Informatics Programs: CCIPD, NIPD, and Beyond

Keyword: Inter-professional Informatics

Karen Monsen, University of Minnesota School of Nursing
Eva Manos, Kansas University Medical Center
Bruce Levy, Geisinger Health System
William Hersh, Oregon Health & Science University

Clinical Informatics (CI) is a multidisciplinary field that is best served through strong collaboration among and between different informatics professionals. In 2013, with the impending launch of fellowship training and board certification for physicians in CI, AMIA members in the Academic Forum formed the Community for Clinical Informatics Program Directors (CCIPD). The purpose of the CCIPD is “to provide leadership to establish and maintain high standards of excellence in CI training programs,” through the development and enhancement of quality instruction in CI, improving communication and collaboration between training programs, and supporting life-long learning in CI. Building on the success of CCIPD, a Nursing Informatics Program Directors Community (NIPD) formed in 2017 with the mission of, “serving nursing informatics doctoral programs and their leadership in pursuit of excellence in the art and science of nursing informatics education for the purpose of ensuring the safety and quality of healthcare through information technology.” The purpose of this panel discussion is to engage both communities and other interested informatics professionals in a thoughtful conversation around shared interests, with the ultimate goal of enhancing collaboration and cooperation across informatics and specifically between informatics training programs.

S11: Panel - Gaps in the Core Content of the Clinical Informatics Fellowship Curriculum. Feedback from Fellows

Keyword: Clinical Informatics Fellowship

Matthias Kochmann, Regenstrief Institute
Veena Goel, Palo Alto Medical Foundation
N. Lance Downing, Stanford University
Mark Zhang, Harvard Medical School
Tariq Dastagir, Transcend Insights

Eight years passed since AMIA formed a committee to create the core content for the clinical informatics (CI) fellowship. This framework was published in 2012 and is known as the ‘AMIA White Paper.' The ‘White Paper’ is scheduled for an update. The member of this panel have either completed their CI fellowship or will do so in the next 30 days. They are currently working or accepted a post-fellowship job offer. The panelist will reflect on their two years of fellowship training. They will highlight what part of the core content was the most valuable, if they found gaps and what would they add or delete to the content. This feedback will be valuable for the upcoming redesign of the core content.