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EU-US eHealth Cooperation Initiative Workforce Development

EU-US eHealth Cooperation Initiative Workforce Development Panel Discussion eHealth Forum 2014 Athens, Greece May 12-14, 2014. Agenda . Introduction and Background : Doug Fridsma, MD, PhD - Chief Science Officer & Director, Office of Science & Technology – Office of the National Coordinator

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EU-US eHealth Cooperation Initiative Workforce Development

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  1. EU-US eHealth Cooperation InitiativeWorkforce Development Panel DiscussioneHealth Forum 2014Athens, GreeceMay 12-14, 2014

  2. Agenda • Introduction and Background: Doug Fridsma, MD, PhD - Chief Science Officer & Director, Office of Science & Technology – Office of the National Coordinator • Workforce Development Strategy, Plans and Methodology: Rachelle Blake, PA, MHA, CEO and President - Omni Micro and Omni Med Solutions, Physician Assistant, Clinical Informatics and Healthcare Technology Specialist • Connecting Competencies to Curriculum: Bill Rudman PhD, RHIA, Executive Director AHIMA Foundation and Vice President of Education Visioning for the American Health Information Management Association (AHIMA)

  3. Background: EU-US eHealth Collaboration ProjectMemorandum of Understanding It started with a Memorandum of Understanding • In December 2010, the European Commission and the US Dept. of Health and Human Services signed a Memorandum of Understanding (MOU) to: • Help facilitate more effective uses of eHealth/Health IT; • Strengthen their international relationship; and • Support global cooperation in the area of health related information and communication technologies. Interoperability of EHRs

  4. Background: EU-US eHealth Collaboration Project Project Vision and Roadmap The vision and roadmap set the framework for progress • Vision • “To support an innovative collaborative community of public- and private-sector entities working toward the shared objective of developing, deploying, and using eHealth science and technology to empower individuals, support care, improve clinical outcomes, enhance patient safety and improve the health of populations.” • Roadmap • From the Memorandum of Understanding, a roadmap was created to help guide the work of both the Interoperability of EHR’s and Workforce Development work streams

  5. Background: EU-US eHealth Collaboration Project Work Plan • Both the United States and the European Union are currently working to encourage broader and more effective use of Information and Communications Technology (ICT). This includes working towards: • Improvements in delivery of health services • Disease prevention • Health promotion • To this end, the Transatlantic Economic Council is making a critical contribution to this development by: • Promoting interoperability of health related information and communication technology (eHealth/health IT) products and services, and • Gaining improved mobility and consistent proficiency recognition for a professional workforce

  6. Background: EU-US eHealth Collaboration ProjectStrategy To ensure we could operationalize and achieve the Vision and the artifacts outlined in the roadmap, two high priority work streams were established: • eHealth/Health IT Interoperability • eHealth/Health IT Workforce Development

  7. Community Participating and Supporting Workforce Activities • American Health Information Management Association (AHIMA) • Coordination Actions in scientific area of Medical Education Informatics (CAMEI) • National Health Service – UK (NHS) • United Kingdom Council for Health Informatics Professionals (UKCHIP) • Community Colleges • Federal Partners (United States) • Government Ministries (EU) • Consultants • Curriculum Development Organizations • Health Educators • Clinicians • Health Administrators • European Health Telematics Association (EHTEL) The global community that has been working alongside our efforts include:

  8. Workforce Development Community • Canada • England • Finland • France • Germany • Greece • Ireland • Israel • Italy • Mexico • Norway • Scotland • United States Members represent 13 countries

  9. Workforce Development Vision The Workforce Development work stream aims to develop a skilled Health IT workforce in the EU and US • Goal of the Workforce Development: • “Achieving a robust supply of health professionals highly proficient in the use of health IT assuring healthcare, public health and allied professional work forces have the technology skills needed to enhance their professional experience and performance with eHealth/Health IT”

  10. Workforce Development Methodology Rachelle Blake

  11. Workforce DevelopmentProposed Project Timeline January 2014 March May June 2013 September Launch Workforce Development Sub Workgroup (8/20) Kick-off eHealth Cooperation Initiative (6/20) Finalized first Role to Competency Mapping (4/24) Group finalize mapping Roles to Classification Scheme Setting (01/02) Present work at eHealth Week in Athens (5/14) Finalized applying Classifications to Competencies(03/31) Group reaches agreement on Health IT Setting (9/12) Group reaches agreement on Classification Schema for Competencies and Roles (11/12) January 2015 September November March 2015 July 2014 Finalize all Direct Patient Care and Research Domain mapping (7/10) Begin to Draft White Paper for Peer Review and potential publication on Methodology and Process(9/4) Begin Curriculum to Competency Analysis (11/30) Begin Work on needs/gap analysis, and develop solutions to bridge the gap Finalize all Role to Competency Mapping (9/18) Present at eHealth Week in Boston(early Oct)

  12. Workforce DevelopmentRoad Map Ongoing Ongoing Completed Ongoing November 2014 March 2015 Ongoing

  13. Overarching Work Plan • Identifying a curriculum • based on • competency analysis • Definition and agreement on • common standards of • competence and professionalisms • Competency Analysis To successfully complete our activities the work group is breaking down the work into three phases

  14. Phase 1: Competency Analysis • Competency Analysis • Identifying a curriculum • based on • competency analysis • Definition and agreement on • common standards of • competence and professionalisms 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) The Competency Analysis consists of 5 tasks:

  15. Competency AnalysisStep 1: Outline Scope Statement • Scope Statement • Working to create strategies for the development of a proficient health IT workforce and assuring healthcare, public health and allied professional work forces have the technology skills needed to enhance their professional experience and performance with eHealth/HealthIT • http://wiki.siframework.org/Workforce+Development+Work+Group 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) Using the MOU and the roadmap, the workgroup developed the foundation of our work through a Scope Statement….

  16. Competency AnalysisGoals and Objectives… • Assessment of the scope, scale and characteristics of the healthcare workforce in the US and EU in terms of eHealth capabilities. • Assessment of healthcare settings in the US and EU. • Develop role-based competencies, curricula for chosen scenarios in the US and EU. Perform analysis of competencies required by the diverse care workforce that include: • professionals in the field; • academic track for new professionals (pre-service) and those transitioning from other health disciplines and from mainstream ICT into the health sector; • all staff in healthcare delivery, management, administration and support. • allied healthcare teams; and • health IT professionals. 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) The Scope Statement established the framework for creating achievable Goals and Objectives

  17. Competency AnalysisGoals and Objectives continued • Identify or align learning resources that promote competencies identified in the US and EU. • Identify or align educational needs and learning resources (including baseline competencies) • Create a needs analysis that examines the current curricula and training which exists • Identify the gaps, and • Develop solutions to bridge the gap (e.g., plan to develop new curricula) • Define and agree upon common eHealth standards of competence and professionalism. The Objectives of the Workforce Development Workgroup:

  18. Competency AnalysisStep 2: Identify the Setting… Selection Criteria • stable setting; • setting that does not vary too much with the scale of the facility in which it is provided • setting that is delivered similarly in both the US and EU; and • setting with relatively common definitions on both sides of the Atlantic. 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) We solicited several Settings where we could evaluate roles against Health IT competencies.

  19. Competency AnalysisStep 2: Identify the Setting… • long-term care • ambulatory care • Rehabilitation center • Pharmacy • Acute Care • Clinics (Flu, HIV etc.) • Health record banks • Short list of options (as proposed and discussed by the community) included: • Diagnostics facilities (Facility that only performs MRIs) • Public health agencies • Mobile Health Care (blood banks, vaccinations) 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) The community suggestedseveral Settings where we could evaluate roles against Health IT competencies.

  20. Competency AnalysisStep 2: Identify the Setting continued • Acute Care is defined as “a level of health care in which a patient is treated for a brief but severe episode of illness, for conditions that are the result of disease or trauma, and during recovery from surgery” • Acute care is generally provided in a hospital by a variety of clinical personnel using technical equipment, pharmaceuticals, and medical supplies 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) Acute Care Setting was selected by the community

  21. Competency AnalysisStep 3: Identify Roles in Acute Care Resources: • European Commission • AHIMA • NHS 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) Example taken from actual US –EU role mapping work: http://wiki.siframework.org/Workforce+Development+Work+Group We identified roles in EU and US roles in Acute care, and mapped them to their corresponding counterparts

  22. Domain (5) 1. Direct Patient Care – 2. Administration, Management, Legal – 3. Engineering and Information Systems - 4. Informatics - 5. Research Settings (2) 1. Clinical - 2. Non Clinical Skill Level (4) 1. Basic - 2. Intermediate - 3. Advanced - 4. Expert Competency AnalysisStep 3: Classify Roles in Acute Care We categorized the roles into three classifications: Example taken from actual US –EU role mapping and classification work: http://wiki.siframework.org/Workforce+Development+Work+Group

  23. Expert Direct Patient Care Expert Direct Patient Care Advanced Direct Patient Care Advanced Direct Patient Care Basic Direct Patient Care Basic Direct Patient Care Intermediate Direct Patient Care Intermediate Direct Patient Care CLINICAL NON CLINICAL Competency AnalysisStep 3: Classify Roles into Buckets Expert Admin, Fin, Law, Mgmt Expert Admin, Fin, Law, Mgmt Advanced • Admin, Fin, • Law, Mgmt Advanced • Admin, Fin, • Law, Mgmt Basic • Admin, Fin, • Law, Mgmt Basic • Admin, Fin, • Law, Mgmt Intermediate • Admin, Fin, • Law, Mgmt Intermediate • Admin, Fin, • Law, Mgmt Expert Engineer, Information Systems Expert Engineer, Information Systems Advanced • Engineer, • Information • Systems Advanced • Engineer, • Information • Systems Basic • Engineer, • Information • Systems Basic • Engineer, • Information • Systems Intermediate • Engineer, • Information • Systems Intermediate • Engineer, • Information • Systems Expert Informatics Expert Informatics Advanced • Informatics Advanced • Informatics Basic • Informatics Basic • Informatics Intermediate • Informatics Intermediate • Informatics Expert Research Expert Research Advanced • Research Advanced • Research Basic • Research Basic • Research Intermediate • Research Intermediate • Research IT Baseline Skills Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate buckets plus a “Baseline Skills” bucket in which to categorize roles

  24. Competency AnalysisStep 4: Categorize Skills • AHIMA-AMIA • IMIA • Department of Labor • National Health Service UK • Additional UK Resources • Academy of Royal Medical Colleges • National Health Service 24 • HealthIT.gov • Cuyahoga County Community College Texas HealthIT European eCompetency Framework UK National Occupational Standards Virtual Career Network American Association of Community Colleges/ONC 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) We collected competencies from 12 different sources resulting in categorizing more than 2700 Health IT competencies

  25. Competency AnalysisStep 4: Categorize Skills • Domain (5) • Direct Patient Care, Administration, Management, Legal, Engineering and Information Systems, Informatics, Research • Settings (2) • Clinical and Non Clinical • Skill Level (4) Example taken from actual competency mapping document: http://wiki.siframework.org/Workforce+Development+Work+Group • Basic • Intermediate • Advanced • Expert As we did with roles, we applied the same categorization schema to the competencies

  26. Expert Direct Patient Care Expert Direct Patient Care Advanced Direct Patient Care Advanced Direct Patient Care Basic Direct Patient Care Basic Direct Patient Care Intermediate Direct Patient Care Intermediate Direct Patient Care CLINICAL NON CLINICAL Competency AnalysisStep 4: Classify Competencies into Buckets Expert Admin, Fin, Law, Mgmt Expert Admin, Fin, Law, Mgmt Advanced • Admin, Fin, • Law, Mgmt Advanced • Admin, Fin, • Law, Mgmt Basic • Admin, Fin, • Law, Mgmt Basic • Admin, Fin, • Law, Mgmt Intermediate • Admin, Fin, • Law, Mgmt Intermediate • Admin, Fin, • Law, Mgmt Expert Engineer, Information Systems Expert Engineer, Information Systems Advanced • Engineer, • Information • Systems Advanced • Engineer, • Information • Systems Basic • Engineer, • Information • Systems Basic • Engineer, • Information • Systems Intermediate • Engineer, • Information • Systems Intermediate • Engineer, • Information • Systems Expert Informatics Expert Informatics Advanced • Informatics Advanced • Informatics Basic • Informatics Basic • Informatics Intermediate • Informatics Intermediate • Informatics Expert Research Expert Research Advanced • Research Advanced • Research Basic • Research Basic • Research Intermediate • Research Intermediate • Research IT Baseline Skills Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate buckets plus a “Baseline Skills” bucket in which to categorize competencies

  27. Competency AnalysisStep 5: Mapping Skills to Roles • Because we use the same classification for Skills and Roles we are able map roles to skills • Once skills are mapped • Roles are reviewed (to ensure the competencies reflect the roles) • Duplicates are removed • Wording of the competencies is fixed • Gaps in Competencies are identified Role to Category Map Skill to Category Map 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) Role to Skill Map Once we classified Role and Skills we were able to match one to the other

  28. Competency AnalysisStep 5: Map Skills to Roles Competencies for Direct Patient Care, Clinical, Intermediate Roles for Direct Patient Care, Clinical, Intermediate For a complete listing of the mapping of the Direct Patient Care, Clinical, Intermediate, Competencies please review the excel spreadsheet listed on our wiki page: http://wiki.siframework.org/Workforce+Development+Work+Group Sample Mapping

  29. Competency AnalysisStep 5: Map Skills to Roles - Baseline Skills 4. Categorize skills from existing competency silos 1. Outline scope statement and goals/ objectives • 2. Identify setting (Acute Care selected) 3. Identify Roles in Acute Care and map EU-US roles 5. Map skills to professional roles (Competency Matrix) Example taken from actual US –EU Baseline Competency Bucket: http://wiki.siframework.org/Workforce+Development+Work+Group Doing this mapping work we realized a need to identify baseline skills – those skills that apply to ALL roles in HealthIT

  30. Phase 2: Identifying Curriculum • Identifying a curriculum • based on • competency analysis • Definition and agreement on • common standards of • competence and professionalisms • Competency Analysis 1. Examine curricula that support these skills 2. Curricula Gap analysis 3. Final recommendations The Curriculum Identification Consists of 3 Tasks:

  31. Curriculum and Competencies Bill Rudman

  32. Equipping the Health Information Management & Technology Workforce through Establishment of Educational Curricula Competencies to Meet Future Needs:Development of the Global Health Workforce Council U.S. Department of Commerce (DoC) - International Trade Association (ITA) Market Development Cooperator Program (MDCP) award #IT13MAS1120001

  33. Identifying Curriculum – Phase 2About the American Health Information Management Association (AHIMA) • About AHIMA: • Leading professional association of health information management (HIM) professionals • Serving 52 affiliated component state associations (CSAs) and more than 71,000 members - recognized as the leading source of "HIM knowledge," a respected authority for rigorous professional education and training • Founded in 1928 to improve health record quality, AHIMA has played a leadership role in the effective management of health data and medical records needed to deliver quality healthcare to the public • Member of the International Federation of Health Information Management Associations (IFHIMA) • AHIMA’s Affiliate: • AHIMA Foundation: • Establishes the academic curricula competencies for Health Informatics and Information Management profession • Commission on Accreditation of Health Informatics and Information Management Education (CAHIIM): • Accrediting organization that enforces Accreditation Standards for Health Informatics and Health Information Management (HIIM) educational programs • Commission on Certification for Health Informatics and Information Management (CCHIIM) • Commission assuring the competency of professionals practicing HIIM and oversees AHIMA’s certification program

  34. Identifying Curriculum – Phase 2Importance of a Trained Health Information Workforce • There is global expansion of e-health technologies • Human resources are the most critical prerequisite for the implementation • Healthcare systems need well-trained and highly-skilled workers to implement systems • A comprehensive healthcare education and workforce strategy is needed

  35. Identifying Curriculum – Phase 2Specific Goals of the Grant: Develop and train a Health Information workforce globally • Launch a Global Health Workforce Council that will develop an internationally applicable curriculum and set Health Information education and workforce training competencies and skills • Help create an educated and trained international workforce. These efforts will specifically target new students, those already working in the HIM/HI/HIT field, and those working in other areas and wanting to change professions. • Expand educational resources to a global market to support country specific HIM/HI/HIT educational needs in order to develop an internal HIM/HI/HIT workforce. A major emphasis will be placed on recruiting international students to U.S. universities and colleges. • Increase access to educational products and services including educational offerings, webinars and seminars for training.

  36. Identifying Curriculum – Phase 2Global Health Workforce Council Marci MacDonald, Halton Healthcare Services • Rachelle Blake, Omni Micro Systems/Omni Med Solutions José del Río Mata, MD, Andalusian Health Services Yukiko Yokobori, Japan Healthcare Association Bill Rudman, AHIMA Foundation Hussein Ali Y AlBishi, Saudi Arabia Ministry of Health Sabu K M, Namipal University Adio RasaqAdetona, National Hospital Abuja Lincoln Moura, IMIA President Sue Walker, Queensland University of Technology GHWC:13 members to be appointed Angelika Handel, IFHIMA President, Country Level Outreach

  37. Identifying Curriculum – Phase 2Advancing a Trained Global eHealth Workforce • Deliverable: Develop global curricula competency model for HIM/HI/HIM • Evaluate curricula and competency standards and models from countries across the globe • Develop a publicly available global resource developed in an open and transparent manner • Once developed countries/academic programs may: • Review and refine against their existing requirements • Build new requirements and academic programs AHIMA’s Grant Partner:

  38. Identifying Curriculum – Phase 2Example: Curricula Competency Model

  39. Identifying Curriculum – Phase 2Building on the EU-US Workforce Workgroup • Leveraging EU-US Workgroup Deliverables • Environmental scan and curricula/competency models collected to inform draft • Use the competency buckets as a foundation for curricula competencies • Use the Map of Skills to Roles to map curricula competencies to different roles • Create Curricula Competencies • Add other global curricula/competency resources • Establish domains and sub-domains for Health Information • Determine educational taxonomy (e.g. Bloom’s Taxonomy) • Identify curricula competencies for multiple educational levels (e.g. entry-level, intermediate and advanced levels) • Map Global Academic Curricula Competencies to Various Workforce Roles • Support development of a global health information career map resource

  40. Identifying Curriculum – Phase 2Inform Workforce Roles/Jobs for Health Information: AHIMA’s Health Information Career Map is Available at: http://hicareers.com/CareerMap/ NHS has a similar resource at: https://www.hicf.org.uk/

  41. Identifying Curriculum – Phase 2Global Curricula CompetenciesDevelopment Timeline • Leveraging EU-US Workgroup • Leverage the research and work of the EU-US Workforce Workgroup • Includes EU-US Workforce Workgroup Member • Engage US and EU Countries to provide feedback • Building on the work of the EU-US Workforce Workgroup • Continued coordination on future work • April 2014 • Appoint Council members • May – June 2014 • Compile Health Information curriculum/ competency from stakeholders and countries • July – August 2014 • Face to Face Council meeting to develop draft curricula competencies • August – October 2014 • Input by Country-level workgroups • October – December 2014 • Council reconciles comments and develops final draft of global health information curricula competency model • Releases final global curricula competency model • 2015 – Outreach • Map Curricula Competencies to Different Roles • 2016 (and on-going) Review/Modification Cycle

  42. Bill Rudman, PhD, RHIA AHIMA Foundation | Executive Director AHIMA | Vice President of Education Visioning Phone:  +1 312-233-1131 bill.rudman@ahimafoundation.org Thank You

  43. Putting it Together: Phase 3 Rachelle Blake

  44. Methodology Phase 3 • Competency Analysis • Definition and agreement on • common standards of • competence and professionalisms • Identifying a curriculum • based on • competency analysis 1. Draft White Paper (Gap Analysis) 2. Develop Use Cases 3. Create Interactive Tool Finding Agreement on Common Standards of Competency consists of 3 tasks (future work):

  45. Common Standards – Phase 3Putting it Together • Create a “findings” white paper (including gap analysis, methodologies, etc.) • Make recommendations for potential curriculum development • To include formal, informal and on-the job training or in house training • Put together a set of use cases to help further the work and position the work for wider consumption • Develop Use Cases to help further the work in a more visible way • Create an interactive tool for matching EU-US roles with competencies, suggested curricula and measures of competence (idea for final deliverable) Once we complete all of the mapping activities between roles, competencies, curriculum we need to put it together

  46. Common Standards – Phase 3Step 5: Map Skills to Roles Sample of Final Competency Matrix

  47. Questions

  48. Resources • EU-US eHealth Cooperation Homepage • http://wiki.siframework.org/EU-US+eHealth+Cooperation+Initiative • Join the Mailing List • http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Sign+Up • EU-US Initiative Reference Materials • http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Reference+Materials • Workforce Development Homepage • http://wiki.siframework.org/Workforce+Development+Work+Group

  49. Contacts • US Department of Health/ONC Contacts • Mera Choi: Mera.Choi@hhs.gov • Chitra Mohla: chitra.mohla@hhs.gov • EU Point of Contacts • Benoit Abeloos, Benoit.ABELOOS@ec.europa.eu • Frank Cunningham, frank.cunningham@ec.europa.eu • Project Management Team • Jamie Parker: jamie.parker@esacinc.com • Gayathri Jayawardena: gayathri.jayawardena@esacinc.com • Amanda Merrill: amanda.merrill@accenturefederal.com • Christina Nguyen: christina.nguyen@esacinc.com • Subject Matter Experts • Rachelle Blake: shelblake@omnimicro.com • Nessa Barry: nessa.barry@nhs.net • Jean Roberts: jeanhcjean@gmail.com • Michelle Dougherty: michelle.dougherty@ahimafoundation.org • Susan Fenton: susan.h.fenton@uth.tmc.edu

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