HIMビジョン2026 新たな4つの教育戦略を打ち出す

AHIMAの HIMビジョン2026が提案されました。診療情報管理士や医療情報技師は必見。キャリアステップ表も最新版に変更されるでしょう。

HIM_Reimagined

N170517 HIM Reimagined FINAL

HIM Reimagined(HIMR);HIM 再構築):変化はあなたから始まります PDF HIMR_Whitepaper_FNL
HIM Reimagined: Transformation Starts with You
http://www.ahima.org/about/him-reimagined/himr?tabid=whitepaper
HIMR white paper
http://www.ahima.org/~/media/AHIMA/Files/AHIMA-and-Our-Work/HIM%20Reimagined/HIMR_Whitepaper_FNL.ashx?la=en

↓↓↓

Health Information Management(HIM)Reimaginedは、AHIMAの幹部教育者と実践者チーム(CEE※)によってまとめられたものです。
※AHIMA’s Council for Excellence in Education (CEE)
http://www.ahima.org/education/academic-affairs/council-for-excellence

今後10年でHIMの役割が大幅に変わってくることから、前回とりまとめたAHIMA2007年(AHIMAビジョン2016と呼ばれていました)の3つの教育優先事項を見直し、新たな4つの教育戦略を打ち出しています。

例として、既にコンピューター支援コーディング (Computer Assisted Coding;CAC)技術による監査手法の導入は、AHIMA会員の半数以上になるなど、新しい技術・手法が急速に普及が進んでいる状況ですが(下記関連参照)、教育ビジョンには反映されていないことや、マッキンゼーやデロイトトーマツなど、色々なコンサル会社から公表されている将来のヘルスケア産業・雇用の予測にも対応するために改めて更新されています。

-------------------
(関連)
2015.10のICD-10CM移行後、米国ではクラウド化によるHIM部門の病院外への業務移行などが急増。
CAC(Computer-Assisted Coding)などの委託や外注化の流れが急速に拡大している模様。
http://archives.mag2.com/0001588268/20161216180000001.html
■(米国最新事情)クラウド化で病院から切り離されるHIM部門
外注化が進みAIによるコンピュータコーディング(CAC)フル活用(会員用)
http://wp.me/p6NPV7-1bR
-------------------

 

下記、マッキンゼー報告書のAIやロボットに奪われる職業、デロイトトーマツコンサルUK部門のデロイトヘルスソリューションズセンターが公表した「医療と生命科学の予測2020」を元に、患者主導型のデジタル化したヘルスケア業界に対応できる人材育成を目指しているようです。
(ヘルスケアパーソナライゼーションをサポートする人材)

-------------------
■マッキンゼー報告書
2016年マッキンゼー報告書「Where Machines Could Replace Humans」
http://www.mckinsey.com/business-functions/digital-mckinsey/our-insights/where-machines-could-replace-humans-and-where-they-cant-yet
(関連)スキル革命 デジタル化時代、スキルと人材が鍵を握るのはなぜか?
http://www.manpowergroup.jp/img/company/r_center/pdf/Skills_Revolution.pdf
(関連)米国の最低賃金15ドルがもたらす労働力のシフトと技能教育
http://www.works-i.com/column/works03/obara/

■デロイトトーマツコンサルUK部門のデロイトヘルスソリューションズセンターが公表した「医療と生命科学の予測2020」を元に、患者主導型のデジタル化したヘルスケア業界に対応できる人材育成を目指す。
(ヘルスケアパーソナライゼーションをサポートする人材)
Healthcare and Life Sciences Predictions 2020 | Deloitte | Big data, HC trends
https://www2.deloitte.com/global/en/pages/life-sciences-and-healthcare/articles/healthcare-and-life-sciences-predictions-2020.html
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Life-Sciences-Health-Care/gx-lshc-healthcare-and-life-sciences-predictions-2020.pdf
(関連)The Future of Personalized Healthcare: Predictive Analytics | Rock Health
https://rockhealth.com/reports/predictive-analytics/

2016年シリコンバレーで最も注目を集める3人
「Rock Health」CEO Halle Tecco (ロックヘルスCEOのハレ・テッコ)
-------------------

新たな戦略4項目概要は以下のとおり。

■2017年以降、10年間で段階的に実装する計画

①高度な学位
HIM、Health Informatics(診療情報学)やMBA、MD、MEd、MPHなどの博士課程や修士レベルを増やす。関連学位を取得しているAHIMA会員数を20%増やす
A.学術奨学金の資金を増やす。
B.大学院や教員の数を増やす。
C.上記、大学院に「Health Informatics」カリキュラム実装する

②研究機関との連携
公的や民間の研究機関と協力して、診療情報および情報学を支援する研究事業を増やす
A.診療情報学に研究助成金を提供する
B.博士課程の診療情報学に論文奨学金を提供する
C.データ分析教育のサポートと研究事業を手厚くする

③HIM学術領域の専門化(深化)
カリキュラム改訂により、HIM学術領域の全レベルにわたり専門領域を増やす
A.教育カリキュラム改訂
・コンピテンシー評価の見直し
・高い給与を達成するため高等教育を奨励
・市場ニーズに応じた教育支援、就業訓練支援
B.学士レベルの拡充
C.診療情報学と健康情報管理の高度専門化(マスター)

④RHIA&RHIT資格(ジェネラリストと専門技術資格の充実)
A. RHIT資格の専門階層の創設
・2021年7月までのRHIT有資格者はRHIT永久ライセンスとする
・RHIT有資格者はRHIAへの条件付き認定付与を開始する
・2021年8月~2026年12月にRHITからRHIT+専門指定の資格移行
B.既存のHIMと新たな有資格者にRHIA資格取得を奨励する
・現在の26%から40%に増加させる
・カリキュラムはレベル別にシームレスな移行ができるように設計する
・教育機関は学生募集に力を入れる
・関連資格レベルから学士、修士までのプログラム移行について教育機関を支援する
C.認定プロセスを業界および教育ニーズに合わせる
・認定内容を将来のHIM業界のニーズに対応させる
・CEU(継続教育基準)の要件を将来的な業界ニーズと整合させる

↓↓↓

HIM Reimagined: Transformation Starts with You
http://www.ahima.org/about/him-reimagined/himr?tabid=whitepaper
HIMR white paper
http://www.ahima.org/~/media/AHIMA/Files/AHIMA-and-Our-Work/HIM%20Reimagined/HIMR_Whitepaper_FNL.ashx?la=en

HIM Reimagined makes four core recommendations:

■1. Increase the number of AHIMA members who hold relevant graduate degrees, (e.g., HIM, Health Informatics, MBA, MD, MEd, MPH) to 20 percent of total membership within 10 years.
A. Increase funding of academic scholarships to foster access to higher levels of HIM education to members.
B. Increase the number of faculty qualified to teach HIM and related graduate education.
C. Implement graduate-level health informatics curriculum competencies to improve the value of and increase demand for health informatics graduate education. These competencies have been developed and will be adopted by schools to assist in supporting this goal.

■2. In collaboration with other health and health-related organizations, in the public and private sectors, build a mechanism to ensure availability of research that supports health informatics and information management.
A. Provide competitive research grants on an annual basis aimed at promoting health informatics and information management practice.
B. Provide dissertation scholarships to health information management and health informatics professionals conducting research in doctoral programs.
C. Focus on research to support the value of HIM skills and the need for data analytics to manage data for strategic, fiscal, and population health purposes.

■3. Increase the opportunities for specialization across all levels of the HIM academic spectrum through curricula revision, while retaining a broad foundation in health information management and analytics.
A. Curriculum revisions to support specialization at the associate level (timeline: new curriculum available for use by August 2019 or earlier, although required implementation date will likely be 2021 or later).
 i. Condensed HIM core at associate level and incorporate specialization opportunities at student and program level. The core will include content from all domains, and the number of competencies in the nonspecialty content area will be significantly reduced.
 ii. Align HIM accredited academic specialties with future HIM-related credentials; consider and encourage higher level education to achieve higher salaries.
 iii. Focus effort on creating tracks at two-year program level based on emerging specialties as indicated by employer need (and to be determined by market research in 2017). Program accreditation continues,as does the associate level degree, but it is based on a condensed set of HIM core content and deeper specialty content. Each school determines an appropriate specialty track or the appropriate number of tracks for their program and their regional market needs.
B. Broader HIM core at baccalaureate level
 i. Align core HIM competencies with requirements for HIM credential maintenance.
C. Condensed core at Master’s Health Informatics and Health Information Management with specialization opportunities at program level.

■4. RHIA credential is recognized as the standard for HIM generalist practice and the RHIT (+Specialty) as the technical level of practice.
A. Transition the RHIT credential to a specialty focused associate level over a multi-year, multi-phased approach.
 i. January 2017–July 2021: Current and new RHITs (those who receive the RHIT designation by July 2021) permanently retain RHIT credential.
 ii. Ongoing transition support for RHITs who want to transition to the RHIA credential will be provided(2017–2027). For example, consider a new opportunity for RHIA certification through a proviso approach that would allow individuals with a baccalaureate degree, who are also currently RHITcertified, to take the RHIA exam for a specified period of time consistent with the recommendations of the HIMR taskforce and CCHIIM approval.
 iii. August 2021–December 2026: Transition of RHIT credential from RHIT to RHIT + (Specialty Designation). a. Develop and distribute materials to communicate this transition to the market.
B. Ensure clear pathways exist between associate and baccalaureate HIM programs to encourage existing HIM professionals and new entrants to the HIM profession to earn a baccalaureate degree and a RHIA credential.
 i. Increase from the existing 26 percent to 40 percent of the current technical level; membership will advance to a minimum of a baccalaureate degree by 2027.
 ii. Curriculum must be designed to allow seamless transitions from the associate level to the baccalaureate and from the baccalaureate to the master’s level.
 iii. Focus efforts on recruitment to illustrate the value of higher academic preparation.
 iv. Provide support to educational institutions to transition programs, as appropriate and when possible, from associate level to baccalaureate level and from baccalaureate to master’s level.
C. Align certification processes with industry and education needs.
 i. Ensure certification examination process supports the ability of HIM to be more quickly aligned with future industry needs.
 ii. Align CEU requirements with future-focused employer needs that ensure the recognition of the HIM profession

----------------------

■HIM REIMAGINED (HIMR) PRIMARY TASKFORCE MEMBERS
Ryan Sandefer, PhD, Chair HIMR Taskforce (2016), Co-Chair HIMR Taskforce (2017) Chair & Assistant Professor, The College of St. Scholastica
Michelle Millen, MSCPM, RHIT, Chair HIMR Taskforce (2017), Director, Health Information Management, Collin College
Marcia Sharp, EdD, RHIA, Co-Chair HIMR Taskforce (2016, 2017), Associate Professor & Graduate Program Director,UT Health Science Center
Kelly Abrams, PhD, CHIM, Vice President, Canadian College of Health Information Management
Sheila Carlon, PhD, RHIA, CHPS, FAHIMA, Health Information Management Department Chair, Regis University
Ann Chenoweth, MBA, RHIA, FAHIMA, AHIMA Board Liaison (2016), Senior Director, Industry Relations, 3M Health Information Systems
Mary Beth Haugen, MS, RHIA, Consultant, Haugen Consulting Group
Ellen Karl, MBA, RHIA, CHDA, FAHIMA, AHIMA Board Liaison (2017), Academic Director, Health Information Management Program, City University of New York
Desla Mancilla, DHA, RHIA, VP Academic Affairs & Certification, AHIMA
Kyle McElroy, MS-HSA, RHIA, AVP, Health Information Management, IASIS Healthcare
Connie Renda, MA, RHIA, CHDA, Associate Professor and Program Director, San Diego Mesa College
Linda Sorensen, RHIA, CHPS, Department Chair, Davenport University

COUNCIL FOR EXCELLENCE IN EDUCATION (CEE) MEMBERS
Sandra Brightwell, MEd, RHIA
Dilhari DeAlmeida, PhD, RHIA
Susan Fenton, PhD, RHIA, FAHIMA
Susie T. Harris, PhD, MBA, RHIA, CCS
Neisa Jenkins, EdD, RHIA
David Marc, PhD, CHDA
Michelle Millen, MSCPM, RHIT
Kelly Miller, MA, RHIA, CPHIMS
Keith Olenik, MA, RHIA, CHP
LisaRae Roper, MHA, MS, CCS-P, CPC, CPC-I, PCS
Ryan Sandefer, PhD
Beth Shanholtzer, MAEd, RHIA, FAHIMA
Marcia Sharp, EdD, RHIA
Julie Shay, RHIA
RoseAnn Webb, MNM, LHRM, RHIA, CHPS, FAHIMA
Bonnie Wilkins, MHIM, RHIAA

INVITED FIRST ITERATION REVIEWERS AND COMMENTERS
AHIMA Board of Directors
CCHIIM Board of Directors
AHIMA Foundation Board of Directors
AHIMA Staff Leadership
AHIMA HIM Credentialed Staff
CAHIIM Board of Directors
AHIMA House of Delegates and CSA Leader Representatives
AHIMA Assembly on Education/Faculty Development Institute Attendees
HIM Educators
AHIMA Leadership Symposium Attendees
Workforce Representatives (special invitations to selected members of CHIME, HFMA, HIMSS)

(関連)

AHIMAアンケート 将来の重要スキル2位CPHI
http://wp.me/p6NPV7-S1
AHIMA 2017年に「健康情報学(HEALTH INFORMATICS)」(CPHI)認定開始
http://wp.me/p6NPV7-Mk
AHIMA学会(第88回学術大会) 患者ポータルコーディネーター
http://wp.me/p6NPV7-MK
患者ポータル支援業務はDRG登場以来の最大の業務シフト
http://wp.me/p2Xv05-gF
AHIMAキャリアステップ表の更新
http://wp.me/p6NPV7-Ci
HIM 2.0 – 米国AHIMA「HIM REIMAGINED(再構築)」2016新ビジョン
http://wp.me/p6NPV7-nq
AHIMA「Reality 2016 Webex Recording」
http://www.nicovideo.jp/watch/sm18975282
AHIMA「Reality 2016 Educators WebEx Meeting」
http://www.nicovideo.jp/watch/sm18327001
米国ブルーボタンPHR 2013年8,800万人 → 2016年1億5000万人がアクセス
http://wp.me/p6NPV7-1vJ
(米国最新事情)クラウド化で病院から切り離されるHIM部門・・・外注化が進みAIによるコンピュータコーディング(CAC)フル活用!
http://wp.me/p6NPV7-1bR
HIM業界オピニオンリーダーコメント
http://wp.me/p6NPV7-1ay

HIMビジョン2026 新たな4つの教育戦略を打ち出す

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