Core Content for the Subspecialty of Clinical Informatics

Gardner, Reed M.; Overhage, J. Marc; Steen, Elaine B.; Munger, Benson S.; Holmes, John; Williamson, J; Detmer, Don E.

doi:10.1197/jamia.m3045

Cited by 154 publications

(114 citation statements)

References 2 publications

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“…This work began primarily in the late 1980s 1 and has continued. 2,3 Much of this work has focused on competencies for those who identified themselves as representing different specialties in the field, including biomedical informaticians, 2,4 bioinformaticians, 5 clinical informaticians, 6 and nurse informaticians. 7 Other work has focused on informatics competencies for other practitioners, including medical students, 14 pharmacists, 1 practicing nurses, 15,16 and public health workers.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Valenta

Meagher

Tachinardi

et al. 2016

Journal of the American Medical Informatics Association

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Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time.

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Section: Discussionmentioning

confidence: 99%

“…[1][2][3][4][5][6][7] As the field continues to evolve, competencies must be adjusted accordingly. Most efforts to define informatics competencies have been regarding those to be demonstrated by informatics professionals.…”

Section: Introductionmentioning

confidence: 99%

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Valenta

Meagher

Tachinardi

et al. 2016

Journal of the American Medical Informatics Association

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“…Efforts by the American Medical Informatics Association to institute a formal medical informatics subspecialty fellowship for physicians [7,8] are well underway. With the support of its sponsoring and sister organizations, it is easy to envision that CIIP certification can become the focus and target of an analagous career training pathway for imaging IT professionals.…”

Section: Future Directionsmentioning

confidence: 99%

Certification of Imaging Informatics Professionals (CIIP): 2010 Survey of Diplomates

et al. 2012

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The Certification for Imaging Informatics Professionals (CIIP) program is sponsored by the Society of Imaging Informatics in Medicine and the American Registry of Radiologic Technologists through the American Board of Imaging Informatics. In 2005, a survey was conducted of radiologists, technologists, information technology specialists, corporate information officers, and radiology administrators to identify the competencies and skill set that would define a successful PACS administrator. The CIIP examination was created in 2007 in response to the need for an objective way to test for such competencies, and there have been 767 professionals who have been certified through this program to date. The validity of the psychometric integrity of the examination has been previously established. In order to further understand the impact and future direction of the CIIP certification on diplomats, a survey was conducted in 2010. This paper will discuss the results of the survey.

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“…[18] Although the core content is likely to change as final agreements for requirements are made, it is indicated that the same core content for the clinical informatics subspecialty would also apply to the AIIC. [17] As outlined by Gardner et al the core contact covers four main areas: the fundamentals, clinical decision-making and care process improvement, health information systems, and leadership and management of change.…”

Section: Current State Of Hit Training Programsmentioning

confidence: 99%

“…[17] As outlined by Gardner et al the core contact covers four main areas: the fundamentals, clinical decision-making and care process improvement, health information systems, and leadership and management of change. [18] Each of these areas emphasizes specific content related to clinical informatics (see Table 1). …”

Section: Current State Of Hit Training Programsmentioning

confidence: 99%

A review of biomedical and health informatics education: A workforce training framework

Saif

Sandefer

Marc

et al. 2016

JHA

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Objective: The purpose of this paper is to review the current state of health information technology (HIT) training programs and identify limitations in workforce expectations and student/trainee level of preparedness. A framework is proposed to build a more effective training program, differentiate HIT and health informatics, and emphasize the critical role of interprofessional collaboration for informatics-related curriculum. We define interprofessionalism as the multi-sector collaborations among academia, industry (Health Care Organizations), and vendors to produce competent informaticians. Methods: Critical review of published HIT and health informatics curricular competencies was conducted, including those published by the Office of the National Coordinator (ONC) for HIT, the American Medical Informatics Association (AMIA), the International Medical Informatics Association (IMIA), and the Council on Accreditation for Health Informatics and Information Management. A review of literature related to HIT and health informatics education and training was also completed. Results: The paper presents a framework for promoting health informatics training with an interprofessional foundation. The core components of the curricular competencies include understanding the healthcare system, biomedical data, computer programming, data analytics, usability, and technology infrastructure. To effectively deliver the content, programs require collaboration between academic institutions, healthcare organizations, and industry vendors. Conclusions: HIT and health informatics-related training programs, in their current form, are not meeting industry needs. The proposed framework addresses the current limitations by providing unique pathways for content delivery by promoting interprofessional collaboration and partnerships between academia and industry.

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Core Content for the Subspecialty of Clinical Informatics

Cited by 154 publications

References 2 publications

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Certification of Imaging Informatics Professionals (CIIP): 2010 Survey of Diplomates

A review of biomedical and health informatics education: A workforce training framework

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