• First Steps in Starting a Master of Science Program in Health Informatics and Information Management

    The American Health Information Management Association (AHIMA) made a strategic decision in the 2000s to advocate for increased numbers of health information management (HIM) professionals educated at the graduate level. Many universities are developing master’s-degree programs in health informatics (HI) and HIM as a result. Our university established the Master of Science in Health Informatics and Information Management (MS HIIM) program in 2013 in response to this initiative.  

  • Master of Health Information Management Students’ First-Year Experiences: A Case Study

    The purpose of this study was to examine first-year students’ experiences in a new Master of Health Information Management (MHIM) program. The first year in a college program is challenging for students. Specifically, first-year students’ attrition from MHIM programs is an area of growing concern because the demand for health information management (HIM) professionals with advanced degrees is growing faster than the supply of graduates.  

  • Utilizing Open-Source Government Data Sets in Health Information Management Teaching: An Application in Statistics and Data Analytics

    The American Health Information Management Association (AHIMA) Council for Excellence in Education acknowledges the importance of improving the data analytics skills of health information management (HIM) students at the baccalaureate level. This importance is especially reflected in the Informatics, Analytics, and Data Use domain of the HIM curricular competencies defined by AHIMA.  

  • The Value of In-Person Exam Preparation Workshops in Obtaining an AHIMA Credential

    The purpose of this study was to gauge the test-taking success of people who attended RHIA, RHIT, CCS, and CCS-P exam preparation workshops. Information available from the American Health Information Management Association (AHIMA) Newly Credentialed Professionals website includes names of people who have passed a credential exam as well as the date the exam was successfully completed.  

  • Gap Analysis for 2014 Curriculum Competencies

    The newly approved and released health information management (HIM) curriculum competencies defined by the AHIMA Foundation provide requirements needed for today’s emerging professionals to be successful in the HIM field. However, these competencies provide a challenge for those in HIM education in terms of implementation due to the number of significant changes and the lead time required for curricular changes at the university level.  

  • Winter 2013 Letter from the Editor

    As the calendar and academic years are ending this is a great time to reflect on the past year and the work that has been done to advance health informatics and information management education. The Council for Excellence in Education (CEE) has published and vetted new curricula for the different levels of HIIM and as educators we are looking to the future to develop the workforce that is needed now and in the future.  

  • The Perceived Knowledge of Health Informatics Competencies by Health Information Management Professionals

    The 2009 enactment of the Health Information Technology for Economic and Clinical Health (HITECH) Act has placed unprecedented emphasis on utilizing technology to improve the quality of care and to decrease healthcare costs. To meet these goals, the healthcare field will need an increase in the number of professionals with the appropriate health informatics training and data analysis skills. Therefore, the author investigated the perceived knowledge of the emerging health informatics competencies by health information management (HIM) professionals.  

  • Competencies for Global Health Informatics Education: Leveraging the US Experience

    The American Recovery and Reinvestment Act has encouraged unprecedented expansion of the health information technology (HIT) industry and offers strong employment opportunities for those that qualify. However, academic institutions have been slow to address the changing nature of the profession and develop core competencies for a global HIT economy. A global curriculum framework flexible enough to operate across multiple cultures provides the foundation to develop these competencies.