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EU-US eHealth/Health IT Cooperation Initiative Workforce Development Work Group. May 8, 2014. Meeting Etiquette. Participants automatically enter the webinar in “ listen only ” mode. The organizer will then unmute all participants. We ask if you are not speaking to manually mute yourself

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meeting etiquette
Meeting Etiquette
  • Participants automatically enter the webinar in “listen only” mode. The organizer will then unmute all participants. We ask if you are not speaking to manually mute yourself
    • NOTE: VoIP participants have the ability to “Mute” themselves by clicking on the green microphone. However, if you would like to speak, only you can unmute yourself.
  • If you are dialing in using a telephone and NOT using the VoIP you MUST dial the audio pin in order for the organizer to unmute you – if you do not use the audio pin and just push # when prompted the Organizer cannot unmute you
meeting etiquette continued
Meeting Etiquette CONTINUED
  • If you are calling from a telephone, please do not put your phone on hold. If you need to take a call, hang up and dial in again when you have completed your other call
  • This meeting is being recorded
    • Another reason to keep your phone or your VoIP on mute when not speaking
  • Use the “Chat” or “Question” feature for questions, comments and items you would like the moderator or other panelists to know.
meeting times
Meeting Times

Workforce Development Work Group will be cancelled on May 15thand resume May 22nd

Washington, DC

10:00 am (EDT)

Eastern Daylight Time

London

15:00 (BST) British Summer Time

Berlin

16:00 (CEST)Central European Summer Time

Athens

17:00 (EEST) Eastern European Summer Time

ehealth forum 2014
eHealth Forum 2014
  • The eHealth Forum will be taking place next week from May 12-14, 2014 in Athens, Greece
  • Both work groups under the EU-US eHealth Cooperation Initiative will be presenting their work activities
    • Interoperability of EHR WG
    • Workforce Development WG
  • The agenda for this meeting can be accessed by visiting: http://ehealth2014.org/program/programme-at-a-glance/
  • Next week’s Workforce Development webinar (May 15th) will be cancelled
helpful links
Helpful Links
  • To join our weekly webinars, visit the EU-US eHealth Collaboration Wiki Homepage for the latest meeting information: http://wiki.siframework.org/EU-US+eHealth+Cooperation+Initiative
  • To subscribe to our mailing list, simply complete the EU-US MOU Project Signup Form: http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Sign+Up
  • To submit a brief biography of yourself (150 words or less), review the criteria listed at http://wiki.siframework.org/Workforce+Development+Work+Group#Work Group Membersand e-mail your bio and photo (optional) to GayathriJayawardena at gayathri.jayawardena@esacinc.com
  • To access current and archived meeting materials, visit the Project Meeting Artifacts section: http://wiki.siframework.org/Project+Meeting+Artifacts
slide9
EU-US eHealth Cooperation InitiativeWorkforce Development

Panel DiscussioneHealth Forum 2014Athens, GreeceMay 12-14, 2014

agenda1
Agenda
  • Introduction and Background: Doug Fridsma, MD, PhD - Chief Science Officer & Director, Office of Science & Technology – Office of the National Coordinator
  • Workforce Development Strategy, Plans and Methodology: Rachelle Blake, PA, MHA, CEO and President - Omni Micro and Omni Med Solutions, Physician Assistant, Clinical Informatics and Healthcare Technology Specialist
  • Connecting Competencies to Curriculum: Bill Rudman PhD, RHIA, Executive Director AHIMA Foundation and Vice President of Education Visioning for the American Health Information Management Association (AHIMA)
background eu us ehealth collaboration project memorandum of understanding
Background: EU-US eHealth Collaboration ProjectMemorandum of Understanding

It started with a Memorandum of Understanding

  • In December 2010, the European Commission and the US Dept. of Health and Human Services signed a Memorandum of Understanding (MOU) to:
    • Help facilitate more effective uses of eHealth/Health IT;
    • Strengthen their international relationship; and
    • Support global cooperation in the area of health related information and communication technologies.

Interoperability of EHRs

background eu us ehealth collaboration project project vision and roadmap
Background: EU-US eHealth Collaboration Project Project Vision and Roadmap

The vision and roadmap set the framework for progress

  • Vision
    • “To support an innovative collaborative community of public- and private-sector entities working toward the shared objective of developing, deploying, and using eHealth science and technology to empower individuals, support care, improve clinical outcomes, enhance patient safety and improve the health of populations.”
  • Roadmap
    • From the Memorandum of Understanding, a roadmap was created to help guide the work of both the Interoperability of EHR’s and Workforce Development work streams
background eu us ehealth collaboration project work plan
Background: EU-US eHealth Collaboration Project Work Plan
  • Both the United States and the European Union are currently working to encourage broader and more effective use of Information and Communications Technology (ICT). This includes working towards:
    • Improvements in delivery of health services
    • Disease prevention
    • Health promotion
  • To this end, the Transatlantic Economic Council is making a critical contribution to this development by:
    • Promoting interoperability of health related information and communication technology (eHealth/health IT) products and services, and
    • Gaining improved mobility and consistent proficiency recognition for a professional workforce
background eu us ehealth collaboration project strategy
Background: EU-US eHealth Collaboration ProjectStrategy

To ensure we could operationalize and achieve the Vision and the artifacts outlined in the roadmap, two high priority work streams were established:

  • eHealth/Health IT Interoperability
  • eHealth/Health IT Workforce Development
slide15

Community Participating and Supporting Workforce Activities

  • American Health Information Management Association (AHIMA)
  • Coordination Actions in scientific area of Medical Education Informatics (CAMEI)
  • National Health Service – UK (NHS)
  • United Kingdom Council for Health Informatics Professionals (UKCHIP)
  • Community Colleges
  • Federal Partners (United States)
  • Government Ministries (EU)
  • Consultants
  • Curriculum Development Organizations
  • Health Educators
  • Clinicians
  • Health Administrators
  • European Health Telematics Association (EHTEL)

The global community that has been working alongside our efforts include:

workforce development community
Workforce Development Community
  • Canada
  • England
  • Finland
  • France
  • Germany
  • Greece
  • Ireland
  • Israel
  • Italy
  • Mexico
  • Norway
  • Scotland
  • United States

Members represent 13 countries

workforce development vision
Workforce Development Vision

The Workforce Development work stream aims to develop a skilled Health IT workforce in the EU and US

  • Goal of the Workforce Development:
    • “Achieving a robust supply of health professionals highly proficient in the use of health IT assuring healthcare, public health and allied professional work forces have the technology skills needed to enhance their professional experience and performance with eHealth/Health IT”
workforce development proposed project timeline
Workforce DevelopmentProposed Project Timeline

January 2014

March

May

June 2013

September

Launch Workforce Development Sub Workgroup (8/20)

Kick-off eHealth Cooperation Initiative (6/20)

Finalized first Role to Competency Mapping (4/24)

Group finalize mapping Roles to Classification Scheme Setting (01/02)

Present work at eHealth Week in Athens (5/14)

Finalized applying Classifications to Competencies(03/31)

Group reaches agreement on Health IT Setting (9/12)

Group reaches agreement on Classification Schema for Competencies and Roles (11/12)

January 2015

September

November

March 2015

July 2014

Finalize all Direct Patient Care and Research Domain mapping (7/10)

Begin to Draft White Paper for Peer Review and potential publication on Methodology and Process(9/4)

Begin Curriculum to Competency Analysis (11/30)

Begin Work on needs/gap analysis, and develop solutions to bridge the gap

Finalize all Role to Competency Mapping (9/18)

Present at eHealth Week in Boston(early Oct)

workforce development road map
Workforce DevelopmentRoad Map

Ongoing

Ongoing

Completed

Ongoing

November 2014

March 2015

Ongoing

overarching work plan
Overarching Work Plan
  • Identifying a curriculum
  • based on
  • competency analysis
  • Definition and agreement on
  • common standards of
  • competence and professionalisms
  • Competency Analysis

To successfully complete our activities the work group is breaking down the work into three phases

phase 1 competency analysis
Phase 1: Competency Analysis
  • Competency Analysis
  • Identifying a curriculum
  • based on
  • competency analysis
  • Definition and agreement on
  • common standards of
  • competence and professionalisms

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

The Competency Analysis consists of 5 tasks:

competency analysis step 1 outline scope statement
Competency AnalysisStep 1: Outline Scope Statement
  • Scope Statement
    • Working to create strategies for the development of a proficient health IT workforce and assuring healthcare, public health and allied professional work forces have the technology skills needed to enhance their professional experience and performance with eHealth/HealthIT
    • http://wiki.siframework.org/Workforce+Development+Work+Group

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

Using the MOU and the roadmap, the workgroup developed the foundation of our work through a Scope Statement….

competency analysis goals and objectives
Competency AnalysisGoals and Objectives…
  • Assessment of the scope, scale and characteristics of the healthcare workforce in the US and EU in terms of eHealth capabilities.
  • Assessment of healthcare settings in the US and EU.
  • Develop role-based competencies, curricula for chosen scenarios in the US and EU. Perform analysis of competencies required by the diverse care workforce that include:
    • professionals in the field;
    • academic track for new professionals (pre-service) and those transitioning from other health disciplines and from mainstream ICT into the health sector;
    • all staff in healthcare delivery, management, administration and support.
    • allied healthcare teams; and
    • health IT professionals.

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

The Scope Statement established the framework for creating achievable Goals and Objectives

slide25

Competency AnalysisGoals and Objectives continued

  • Identify or align learning resources that promote competencies identified in the US and EU.
    • Identify or align educational needs and learning resources (including baseline competencies)
      • Create a needs analysis that examines the current curricula and training which exists
      • Identify the gaps, and
      • Develop solutions to bridge the gap (e.g., plan to develop new curricula)
  • Define and agree upon common eHealth standards of competence and professionalism.

The Objectives of the Workforce Development Workgroup:

competency analysis step 2 identify the setting
Competency AnalysisStep 2: Identify the Setting…

Selection Criteria

  • stable setting;
  • setting that does not vary too much with the scale of the facility in which it is provided
  • setting that is delivered similarly in both the US and EU; and
  • setting with relatively common definitions on both sides of the Atlantic.

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

We solicited several Settings where we could evaluate roles against Health IT competencies.

competency analysis step 2 identify the setting1
Competency AnalysisStep 2: Identify the Setting…
  • long-term care
  • ambulatory care
  • Rehabilitation center
  • Pharmacy
  • Acute Care
  • Clinics (Flu, HIV etc.)
  • Health record banks
  • Short list of options (as proposed and discussed by the community) included:
  • Diagnostics facilities (Facility that only performs MRIs)
  • Public health agencies
  • Mobile Health Care (blood banks, vaccinations)

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

The community suggestedseveral Settings where we could evaluate roles against Health IT competencies.

competency analysis step 2 identify the setting continued
Competency AnalysisStep 2: Identify the Setting continued
  • Acute Care is defined as “a level of health care in which a patient is treated for a brief but severe episode of illness, for conditions that are the result of disease or trauma, and during recovery from surgery”
  • Acute care is generally provided in a hospital by a variety of clinical personnel using technical equipment, pharmaceuticals, and medical supplies

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

Acute Care Setting was selected by the community

competency analysis step 3 identify roles in acute care
Competency AnalysisStep 3: Identify Roles in Acute Care

Resources:

  • European Commission
  • AHIMA
  • NHS

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

Example taken from actual US –EU role mapping work: http://wiki.siframework.org/Workforce+Development+Work+Group

We identified roles in EU and US roles in Acute care, and mapped them to their corresponding counterparts

competency analysis step 3 classify roles in acute care
Domain (5)

1. Direct Patient Care – 2. Administration, Management, Legal – 3. Engineering and Information Systems - 4. Informatics - 5. Research

Settings (2)

1. Clinical - 2. Non Clinical

Skill Level (4)

1. Basic - 2. Intermediate - 3. Advanced - 4. Expert

Competency AnalysisStep 3: Classify Roles in Acute Care

We categorized the roles into three classifications:

Example taken from actual US –EU role mapping and classification work: http://wiki.siframework.org/Workforce+Development+Work+Group

competency analysis step 3 classify roles into buckets

Expert

Direct Patient

Care

Expert

Direct Patient

Care

Advanced

Direct Patient

Care

Advanced

Direct Patient

Care

Basic

Direct Patient

Care

Basic

Direct Patient

Care

Intermediate

Direct Patient

Care

Intermediate

Direct Patient

Care

CLINICAL

NON CLINICAL

Competency AnalysisStep 3: Classify Roles into Buckets

Expert

Admin, Fin,

Law, Mgmt

Expert

Admin, Fin,

Law, Mgmt

Advanced

  • Admin, Fin,
  • Law, Mgmt

Advanced

  • Admin, Fin,
  • Law, Mgmt

Basic

  • Admin, Fin,
  • Law, Mgmt

Basic

  • Admin, Fin,
  • Law, Mgmt

Intermediate

  • Admin, Fin,
  • Law, Mgmt

Intermediate

  • Admin, Fin,
  • Law, Mgmt

Expert

Engineer,

Information

Systems

Expert

Engineer,

Information

Systems

Advanced

  • Engineer,
  • Information
  • Systems

Advanced

  • Engineer,
  • Information
  • Systems

Basic

  • Engineer,
  • Information
  • Systems

Basic

  • Engineer,
  • Information
  • Systems

Intermediate

  • Engineer,
  • Information
  • Systems

Intermediate

  • Engineer,
  • Information
  • Systems

Expert

Informatics

Expert

Informatics

Advanced

  • Informatics

Advanced

  • Informatics

Basic

  • Informatics

Basic

  • Informatics

Intermediate

  • Informatics

Intermediate

  • Informatics

Expert

Research

Expert

Research

Advanced

  • Research

Advanced

  • Research

Basic

  • Research

Basic

  • Research

Intermediate

  • Research

Intermediate

  • Research

IT Baseline

Skills

Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate buckets plus a “Baseline Skills” bucket in which to categorize roles

competency analysis step 4 categorize skills
Competency AnalysisStep 4: Categorize Skills
  • AHIMA-AMIA
  • IMIA
  • Department of Labor
  • National Health Service UK
  • Additional UK Resources
    • Academy of Royal Medical Colleges
    • National Health Service 24
  • HealthIT.gov
  • Cuyahoga County Community College

Texas HealthIT

European eCompetency Framework

UK National Occupational Standards

Virtual Career Network

American Association of Community Colleges/ONC

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

We collected competencies from 12 different sources resulting in categorizing more than 2700 Health IT competencies

competency analysis step 4 categorize skills1
Competency AnalysisStep 4: Categorize Skills
  • Domain (5)
    • Direct Patient Care, Administration, Management, Legal, Engineering and Information Systems, Informatics, Research
  • Settings (2)
    • Clinical and Non Clinical
  • Skill Level (4)

Example taken from actual competency mapping document: http://wiki.siframework.org/Workforce+Development+Work+Group

  • Basic
  • Intermediate
  • Advanced
  • Expert

As we did with roles, we applied the same categorization schema to the competencies

competency analysis step 4 classify competencies into buckets

Expert

Direct Patient

Care

Expert

Direct Patient

Care

Advanced

Direct Patient

Care

Advanced

Direct Patient

Care

Basic

Direct Patient

Care

Basic

Direct Patient

Care

Intermediate

Direct Patient

Care

Intermediate

Direct Patient

Care

CLINICAL

NON CLINICAL

Competency AnalysisStep 4: Classify Competencies into Buckets

Expert

Admin, Fin,

Law, Mgmt

Expert

Admin, Fin,

Law, Mgmt

Advanced

  • Admin, Fin,
  • Law, Mgmt

Advanced

  • Admin, Fin,
  • Law, Mgmt

Basic

  • Admin, Fin,
  • Law, Mgmt

Basic

  • Admin, Fin,
  • Law, Mgmt

Intermediate

  • Admin, Fin,
  • Law, Mgmt

Intermediate

  • Admin, Fin,
  • Law, Mgmt

Expert

Engineer,

Information

Systems

Expert

Engineer,

Information

Systems

Advanced

  • Engineer,
  • Information
  • Systems

Advanced

  • Engineer,
  • Information
  • Systems

Basic

  • Engineer,
  • Information
  • Systems

Basic

  • Engineer,
  • Information
  • Systems

Intermediate

  • Engineer,
  • Information
  • Systems

Intermediate

  • Engineer,
  • Information
  • Systems

Expert

Informatics

Expert

Informatics

Advanced

  • Informatics

Advanced

  • Informatics

Basic

  • Informatics

Basic

  • Informatics

Intermediate

  • Informatics

Intermediate

  • Informatics

Expert

Research

Expert

Research

Advanced

  • Research

Advanced

  • Research

Basic

  • Research

Basic

  • Research

Intermediate

  • Research

Intermediate

  • Research

IT Baseline

Skills

Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate buckets plus a “Baseline Skills” bucket in which to categorize skills

step 5 mapping skills to roles
Step 5: Mapping Skills to Roles
  • Because we use the same classification for Skills and Roles we are able map roles to skills
    • Once skills are mapped
      • Roles are reviewed (to ensure the competencies reflect the roles)
      • Duplicates are removed
      • Wording of the competencies is fixed
      • Gaps in Competencies are identified

Role to Category Map

Skill to Category Map

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

Role to Skill Map

Once we classified Role and Skills we were able to match one to the other

competency analysis step 5 map skills to roles
Competency AnalysisStep 5: Map Skills to Roles

Competencies for Direct Patient Care, Clinical, Intermediate

Roles for Direct Patient Care, Clinical, Intermediate

For a complete listing of the mapping of the Direct Patient Care, Clinical, Intermediate, Competencies please review the excel spreadsheet listed on our wiki page: http://wiki.siframework.org/Workforce+Development+Work+Group

Sample Mapping

competency analysis step 5 map skills to roles baseline skills
Competency AnalysisStep 5: Map Skills to Roles - Baseline Skills

4. Categorize skills from existing competency silos

1. Outline scope statement and goals/ objectives

  • 2. Identify setting (Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

5. Map skills to professional roles (Competency Matrix)

Example taken from actual US –EU Baseline Competency Bucket: http://wiki.siframework.org/Workforce+Development+Work+Group

Doing this mapping work we realized a need to identify baseline skills – those skills that apply to ALL roles in HealthIT

phase 2 identifying curriculum
Phase 2: Identifying Curriculum
  • Identifying a curriculum
  • based on
  • competency analysis
  • Definition and agreement on
  • common standards of
  • competence and professionalisms
  • Competency Analysis

1. Examine curricula that support these skills

2. Curricula Gap analysis

3. Final recommendations

The Curriculum Identification Consists of 3 Tasks:

slide40

Equipping the Health Information Management & Technology Workforce through Establishment of Educational Curricula Competencies to Meet Future Needs:Development of the Global Health Workforce Council

U.S. Department of Commerce (DoC) - International Trade Association (ITA)

Market Development Cooperator Program (MDCP) award #IT13MAS1120001

identifying curriculum phase 2 about the american health information management association ahima
Identifying Curriculum – Phase 2About the American Health Information Management Association (AHIMA)
  • About AHIMA:
    • Leading professional association of health information management (HIM) professionals
    • Serving 52 affiliated component state associations (CSAs) and more than 71,000 members - recognized as the leading source of "HIM knowledge," a respected authority for rigorous professional education and training
    • Founded in 1928 to improve health record quality, AHIMA has played a leadership role in the effective management of health data and medical records needed to deliver quality healthcare to the public
  • Member of the International Federation of Health Information Management Associations (IFHIMA)
  • AHIMA’s Affiliate:
    • AHIMA Foundation:
      • Establishes the academic curricula competencies for Health Informatics and Information Management profession
    • Commission on Accreditation of Health Informatics and Information Management Education (CAHIIM):
      • Accrediting organization that enforces Accreditation Standards for Health Informatics and Health Information Management (HIIM) educational programs
    • Commission on Certification for Health Informatics and Information Management (CCHIIM)
      • Commission assuring the competency of professionals practicing HIIM and oversees AHIMA’s certification program
identifying curriculum phase 2 importance of a trained health information workforce
Identifying Curriculum – Phase 2Importance of a Trained Health Information Workforce
  • There is global expansion of e-health technologies
  • Human resources are the most critical prerequisite for the implementation
  • Healthcare systems need well-trained and highly-skilled workers to implement systems
  • A comprehensive healthcare education and workforce strategy is needed
slide43
Identifying Curriculum – Phase 2Specific Goals of the Grant: Develop and train a Health Information workforce globally
  • Launch a Global Health Workforce Council that will develop an internationally applicable curriculum and set Health Information education and workforce training competencies and skills
  • Help create an educated and trained international workforce. These efforts will specifically target new students, those already working in the HIM/HI/HIT field, and those working in other areas and wanting to change professions.
  • Expand educational resources to a global market to support country specific HIM/HI/HIT educational needs in order to develop an internal HIM/HI/HIT workforce. A major emphasis will be placed on recruiting international students to U.S. universities and colleges.
  • Increase access to educational products and services including educational offerings, webinars and seminars for training.
identifying curriculum phase 2 global health workforce council
Identifying Curriculum – Phase 2Global Health Workforce Council

Marci MacDonald, Halton Healthcare Services

  • Rachelle Blake, Omni Micro Systems/Omni Med Solutions

José del Río Mata, MD, Andalusian Health Services

Yukiko Yokobori, Japan Healthcare Association

Bill Rudman, AHIMA Foundation

Hussein Ali Y AlBishi, Saudi Arabia Ministry of Health

Sabu K M, Namipal University

Adio RasaqAdetona, National Hospital Abuja

Lincoln Moura, IMIA President

Sue Walker, Queensland University of Technology

GHWC:13 members to be appointed

Angelika Handel, IFHIMA President, Country Level Outreach

identifying curriculum phase 2 advancing a trained global ehealth workforce
Identifying Curriculum – Phase 2Advancing a Trained Global eHealth Workforce
  • Deliverable: Develop global curricula competency model for HIM/HI/HIM
    • Evaluate curricula and competency standards and models from countries across the globe
    • Develop a publicly available global resource developed in an open and transparent manner
  • Once developed countries/academic programs may:
    • Review and refine against their existing requirements
    • Build new requirements and academic programs

AHIMA’s Grant Partner:

identifying curriculum phase 2 building on the eu us workforce workgroup
Identifying Curriculum – Phase 2Building on the EU-US Workforce Workgroup
  • Leveraging EU-US Workgroup Deliverables
    • Environmental scan and curricula/competency models collected to inform draft
    • Use the competency buckets as a foundation for curricula competencies
    • Use the Map of Skills to Roles to map curricula competencies to different roles
  • Create Curricula Competencies
    • Add other global curricula/competency resources
    • Establish domains and sub-domains for Health Information
    • Determine educational taxonomy (e.g. Bloom’s Taxonomy)
    • Identify curricula competencies for multiple educational levels (e.g. entry-level, intermediate and advanced levels)
  • Map Global Academic Curricula Competencies to Various Workforce Roles
  • Support development of a global health information career map resource
identifying curriculum phase 2 inform workforce roles jobs for health information
Identifying Curriculum – Phase 2Inform Workforce Roles/Jobs for Health Information:

AHIMA’s Health Information Career Map is Available at: http://hicareers.com/CareerMap/

NHS has a similar resource at: https://www.hicf.org.uk/

identifying curriculum phase 2 global curricula competencies development timeline
Identifying Curriculum – Phase 2Global Curricula CompetenciesDevelopment Timeline
  • Leveraging EU-US Workgroup
  • Leverage the research and work of the EU-US Workforce Workgroup
  • Includes EU-US Workforce Workgroup Member
  • Engage US and EU Countries to provide feedback
  • Building on the work of the EU-US Workforce Workgroup
  • Continued coordination on future work
  • April 2014
    • Appoint Council members
  • May – June 2014
    • Compile Health Information curriculum/ competency from stakeholders and countries
  • July – August 2014
    • Face to Face Council meeting to develop draft curricula competencies
  • August – October 2014
    • Input by Country-level workgroups
  • October – December 2014
    • Council reconciles comments and develops final draft of global health information curricula competency model
    • Releases final global curricula competency model
  • 2015 – Outreach
    • Map Curricula Competencies to Different Roles
  • 2016 (and on-going) Review/Modification Cycle
thank you
Bill Rudman, PhD, RHIA

AHIMA Foundation | Executive Director

AHIMA | Vice President of Education Visioning

Phone:  +1 312-233-1131

bill.rudman@ahimafoundation.org

Thank You
methodology phase 3
Methodology Phase 3
  • Competency Analysis
  • Definition and agreement on
  • common standards of
  • competence and professionalisms
  • Identifying a curriculum
  • based on
  • competency analysis

1. Draft White Paper (Gap Analysis)

2. Develop Use Cases

3. Create Interactive Tool

Finding Agreement on Common Standards of Competency consists of 3 tasks (future work):

common standards phase 3 putting it together
Common Standards – Phase 3Putting it Together
  • Create a “findings” white paper (including gap analysis, methodologies, etc.)
  • Make recommendations for potential curriculum development
    • To include formal, informal and on-the job training or in house training
  • Put together a set of use cases to help further the work and position the work for wider consumption
  • Develop Use Cases to help further the work in a more visible way
  • Create an interactive tool for matching EU-US roles with competencies, suggested curricula and measures of competence (idea for final deliverable)

Once we complete all of the mapping activities between roles, competencies, curriculum we need to put it together

resources
Resources
  • EU-US eHealth Cooperation Homepage
    • http://wiki.siframework.org/EU-US+eHealth+Cooperation+Initiative
  • Join the Mailing List
    • http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Sign+Up
  • EU-US Initiative Reference Materials
    • http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Reference+Materials
  • Workforce Development Homepage
    • http://wiki.siframework.org/Workforce+Development+Work+Group
contacts
Contacts
  • US Department of Health/ONC Contacts
    • Mera Choi: Mera.Choi@hhs.gov
    • Chitra Mohla: chitra.mohla@hhs.gov
  • EU Point of Contacts
    • Benoit Abeloos, Benoit.ABELOOS@ec.europa.eu
    • Frank Cunningham, frank.cunningham@ec.europa.eu
  • Project Management Team
    • Jamie Parker: jamie.parker@esacinc.com
    • Gayathri Jayawardena: gayathri.jayawardena@esacinc.com
    • Amanda Merrill: amanda.merrill@accenturefederal.com
    • Christina Nguyen: christina.nguyen@esacinc.com
  • Subject Matter Experts
    • Rachelle Blake: shelblake@omnimicro.com
    • Nessa Barry: nessa.barry@nhs.net
    • Jean Roberts: jeanhcjean@gmail.com
    • Michelle Dougherty: michelle.dougherty@ahimafoundation.org
direct patient care basic clinical bucket
Direct Patient Care/BasicClinical Bucket

We will review and examine the latest spreadsheet…

next steps
Next Steps
  • Join us next Thursday, May 22nd
    • We will review the final Direct Patient Care/Basic/Clinical Bucket
workforce development project support team
Workforce Development Project Support Team
  • US Point of Contacts
    • Mera Choi, Mera.Choi@hhs.gov
    • Jamie Parker, jamie.parker@esacinc.com
    • Gayathri Jayawardena, gayathri.jayawardena@esacinc.com
    • Christina Nguyen, christina.nguyen@esacinc.com
    • Amanda Merrill, amanda.merrill@accenturefederal.com
    • John Feikema, John.Feikema@hhs.gov
  • EU Point of Contacts
    • Mary Cleary, mary@ics.ie
    • Benoit Abeloos, Benoit.ABELOOS@ec.europa.eu
    • Frank Cunningham, frank.cunningham@ec.europa.eu
initiative resources
Initiative Resources
  • EU-US Wiki Homepage
    • http://wiki.siframework.org/EU-US+eHealth+Cooperation+Initiative
  • Join the Initiative
    • http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Sign+Up
  • EU-US Initiative Reference Materials
    • http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Reference+Materials
  • Workforce Development Homepage
    • http://wiki.siframework.org/Workforce+Development+Work+Group