Master of Science in Health Informatics

The Master of Healthcare Informatics is a master's-level professional degree granted to students who complete a course of study in the knowledge and competencies needed for careers in health informatics, involving the management of patient and public health data for the purposes of collection, retrieval and utilization for the purpose of improving patient care and reducing healthcare costs. Programs can differ according to setting; although practitioner-teacher model programs are typically found in colleges of medicine. It is interesting to note that non-health science faculties have also started to offer programmes that specialize in health informatics; for instance, Master of Business Administration (MBA) in Health Informatics (University of Hull in Hong Kong) and Master of Commerce in Health Informatics (University of New South Wales, Sydney).[1]

Master’s Degree in Health Informatics

Health Informatics

Health informatics HI can be defined as ‘a scientific discipline that deals with the collection, storage, retrieval, communication and optimal use of health related data,information and knowledge. The discipline utilises the methods and technologies of the information sciences for the purpose of problem solving, decision making and ensuring highest quality health care in all basic and applied areas of the biomedical sciences.[2]

Course Delivery

The mode of delivery depends upon the education and training requirements, and these differ from one group to another in the health services. There are, however, many other factors that determine the health informatics education and training, type and method of delivery. These include: cost, time and mobility of those receiving the training; the expertise of the trainers and educators and their availability; and advances in educational technologies.[3]

Programs should be more cost-effective and should be commonly offered as online modules to address global workforce deficiencies. Online programs have a higher potential for reaching larger audiences on an international level, as long-distance and web-based classes are not limited by physical or national boundaries.[4]

Curriculum

Programs are usually structured to accommodate two types of prospective students: those coming from a health or medical profession seeking knowledge and skills in information science and technology or those who possess knowledge and skills in information science and technology but whose background does not include preparation in the health sciences. Students are expected to select courses so they can acquire sufficient understanding to work effectively in multidisciplinary teams and to function as boundary spanners or translators between biomedical and health domains and IT.[5]

Competencies such as research skills, knowledge in health information systems and methods for informatics/computer science were the most frequently taught. Knowledge or skills in interpersonal communications, social impact of IT on health, and data mining may represent important skills for future informaticians.[6] It is increasingly recognized that professionals should have knowledge not only of information technology but also of public health, business and management, and other disciplines.[7]

An Example curriculum for a master of science in health informatics following a 32 credit-hour format might look as follows:

Working in the field of health and medical informatics and even using information and communication technology requires lifelong learning. Therefore, opportunities for continuing education should be offered for HMI specialists as well as IT users of the various health professions. The ability of ‘learning to learn’ will become of particular importance.[8]

Managing Patient Data

The office of the National Coordinator for HIT (ONC) has estimated that the goals for EHR adoption would require 50,000 new personnel.[9] Teaching about the patient record for students of medicine should be introduced after the student has gained some clinical experience, but not too late so that students can benefit from this knowledge in the latter stages of their clinical training.[10]

Bibliography

  1. Anonymous. Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics. Methods of Information in Medicine 2000; 39 (3); 267-277.
  2. Dalrymple. Data, Information, Knowledge: the Emerging Field of Health Informatics. American Society for Information Science and Technology 2011; 37 (5); 41-44.
  3. Huang. Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework. Health Informatics Journal 2007; 13 (2); 89-103.
  4. Brittan, Norris. Delivery of health informatics education and training. Health Information and Libraies Journal 2000; 17 (3); 117-128.

External links

See also

References

  1. ↑ Huang (2007). "Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework.". Health Informatics Journal 13 (2): 89–103.
  2. ↑ Huang (2007). "Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework.". Health Informatics Journal 13 (2): 89–103.
  3. ↑ Brittan, Norris (2000). "Delivery of health informatics education and training.". Health Information and Libraies Journal 17 (3): 117–128.
  4. ↑ Huang (2007). "Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework.". Health Informatics Journal 13 (2): 89–103.
  5. ↑ Dalrymple. (2011). "Data, Information, Knowledge: the Emerging Field of Health Informatics.". American Society for Information Science and Technology 37 (5): 41–44.
  6. ↑ Huang (2007). "Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework.". Health Informatics Journal 13 (2): 89–103.
  7. ↑ Huang (2007). "Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework.". Health Informatics Journal 13 (2): 89–103.
  8. ↑ Anonymous (2000). "Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics.". Methods of Information in Medicine 39 (3): 267–277.
  9. ↑ Huang (2007). "Competencies for Graduate Curricula in health, medical and biomedical informatics: a Framework.". Health Informatics Journal 13 (2): 89–103.
  10. ↑ Anonymous (2000). "Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics.". Methods of Information in Medicine 39 (3): 267–277.
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