• 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.  

  • Health Information Technology Employer Needs Survey: An Assessment Instrument for Workforce Planning

    The widespread implementation of electronic health records (EHRs) has resulted in an increased need for a well-trained health information technology (HIT) workforce. The Texas HIT Workforce Development Project was initiated with an assessment of HIT employer needs as one of the major goals. The researchers were required to develop a new survey because no existing tool could be found. From the results of HIT employer focus groups, the team determined that quantitative outcome measures for the survey should include HIT skills categorized as basic, intermediate, or advanced.  

  • Summer 2013 Letter from the Editor

    I have to begin this first editorial of Educational Perspectives in Health Informatics and Information Management (EPHIIM) by going back into the rich history of health information management (HIM) education to provide some insight into our evolution to this point. I must start by stating that this is not the first research journal dedicated to HIM education.

  • The Growth in the Clinical Documentation Specialist Profession

    As healthcare reform and technology further define the role and work expectations of the health information management professional, the need for clinical documentation specialists (CDSs) is likely to expand. This article examines the current and potential growth of the CDS profession within a variety of healthcare providers.&nbsp

  • EHR Usability on Mobile Devices

    Currently, minimal requirements exist for assessing the usability of electronic health record (EHR) systems. Usability requirements are especially lacking for the increasing use of mobile devices to access EHRs. Therefore, the authors investigated the usability of three commercially available certified ambulatory EHR systems as accessed on mobile devices. The study used the System Usability Scale (SUS) among a sample of college-level health professions students. &nbsp

  • Critical Thinking Skills of Allied Health Science Students: A Structured Inquiry

    This study examines the critical thinking skills of health informatics and allied health students. The Health Sciences Reasoning Test was utilized to investigate the critical thinking skills of 57 graduating seniors in the class of 2011 at a university in the southeastern United States. Results indicate that 64.9 percent of the participants had weak critical thinking skills, 31.6 percent of the participants had moderate critical thinking skills, and 3.5 percent of the participants had strong critical thinking skills.&nbsp