Medical Informatics Board Certification: History, Current Status, and Predicted Impact on the Medical Informatics Workforce

Journal: Applied Clinical Informatics
ISSN: 1869-0327
Issue: Vol. 1: Issue 1 2010
Pages: 11-18

Medical Informatics Board Certification: History, Current Status, and Predicted Impact on the Medical Informatics Workforce


D. E. Detmer (1), B. S. Munger (2), C. U. Lehmann (3)

(1) University of Virginia, Charlottesville, VA; Senior Advisor, AMIA, Bethesda, MD, USA; (2) Arizona Emergency Medicine Research Center, Tucson, AZ, USA; (3) Pediatrics and Health Sciences Informatics, Johns Hopkins School of Medicine, Baltimore, MD, USA


Education, professional training, Clinical informatics, General healthcare providers, Informatics specialists, Strategies for health IT training, Continuing professional development and continuing education, Training and education, requirements


Within health and health care, medical informatics and its subspecialties of biomedical, clinical, and public health informatics have emerged as a new discipline with increasing demands for its own work force. Knowledge and skills in medical informatics are widely acknowledged as crucial to future success in patient care, research relating to biomedicine, clinical care, and public health, as well as health policy design. The maturity of the domain and the demand on expertise necessitate standardized training and certification of professionals. The American Medical Informatics Association (AMIA) embarked on a major effort to create professional level education and certification for physicians of various professions and specialties in informatics. This article focuses on the AMIA effort in the professional structure of medical specialization, e.g., the American Board of Medical Specialties (ABMS) and the related Accreditation Council for Graduate Medical Education (ACGME). This report summarizes the current progress to create a recognized sub-certificate of competence in Clinical Informatics and discusses likely near term (three to five year) implications on training, certification, and work force with an emphasis on clinical applied informatics.

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