Collaboration Leads to Enhanced Curriculum

Journal: Applied Clinical Informatics
ISSN: 1869-0327
Issue: Vol. 6: Issue 1 2015
Pages: 200-209

Collaboration Leads to Enhanced Curriculum

Case Report

Special Topic: Health Information Management

J. Valerius (1), V. Mohan (1), D. Doctor (1), W. Hersh (1)

(1) Oregon Health & Science University, Portland Oregon, United States


Education, informatics, professional training, Information technology, certification, Culture, health information management, collaboration, Clinical informatics, Workflows and human interactions, organizational change management, curriculum enhancement, education training and education requirements, workforce education, socio-technical aspects of information technology


Background: In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program.

Objective: The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning.

Methods: We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration.

Results: The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses.

Conclusions: Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through these efforts, new innovation was possible.

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