Draft 2018 HIM Curricula Competencies Released for Public Comment

In response to AHIMA’s HIM Reimagined (HIMR) initiative and its call to update the skills of health information management professionals, the Council for Excellence in Education (CEE) Curricula Workgroup and two HIMR workgroups have developed the draft 2018 HIM Curricula Competencies, AHIMA-revised Bloom’s Taxonomy levels, and related resources. 

The draft competencies aim to align HIM education with the skills and knowledge required to meet long-term future HIM workforce needs. The development groups also focused revamping curricula in a way that builds pathways for HIM practitioners to current, evolving, and future HIM jobs in areas such as data analytics, auditing, and information governance. Another goal of the group is to help HIM practitioners develop an overall skill set geared towards managing data and integrating business, clinical, and information systems. Visit the HIM Reimagined website to learn more about the initiative.

The development of the draft 2018 HIM Curricula Competencies involved thoughtful and purposeful intent to deliver a carefully-crafted educational roadmap across all academic levels, according to AHIMA officials. Each academic level is comprised of six common domains, representing the areas of mastery important for all HIM students and practitioners, regardless of academic degree.

Domain I. Data Structure, Content, and Information Governance
Domain II. Information Protection: Access, Use, Disclosure, Privacy, and Security
Domain III. Informatics, Analytics, and Data Use
Domain IV. Revenue Cycle Management
Domain V. Health Law & Compliance   
Domain VI. Organizational Management & Leadership

At the associate degree level, schools may elect to teach one or both specialty tracks Data Management (DM) and Revenue Management (RM). Each student would enroll in the DM and/or RM specialty track. The DM and/or RM competencies are to be completed in addition to the other curricular competencies at the Associate level. The Supporting Body of Knowledge has been updated to include Math Statistics, along with Medical Terminology, Pathophysiology and Pharmacology, Anatomy and Physiology, and Computer Concepts and Applications. The addition of Math Statistics supports the need for students to have a stronger statistics foundation.

All HIM professionals have a vested interest in the draft competencies. Two key considerations are progression and laddering. Progression means that the competencies were designed to provide a foundation in which HIM skills and knowledge can be acquired in a learning hierarchy across all academic levels. Laddering is closely-related to progression in education as well as within industry. Both are critical components of HIMR, intended to deliver a thoughtful, purposeful educational roadmap across all academic levels and professional practice. Academic competencies outline progression through the academic environment. AHIMA’s Career Map demonstrates promotion and transition pathways for HIM practitioners to move from entry to mid to advanced to mastery-level positions.

The open comment period has closed and the curricula workgroup is finalizing the competencies based on the feedback received. The curricula competencies will transition to CAHIIM in December of 2018.

In response to the HIM Reimagined (HIMR) initiative, (visit www.ahima.org/HIMR) the American Health Information Management Association (AHIMA) and the Council for Excellence in Education (CEE) have developed draft 2018 HIM Curricula Competencies and AHIMA-revised Bloom's Taxonomy levels:

Major components of the draft 2018 HIM Curricula Competencies include:

1. Competencies represent the areas of mastery important for all HIM students and practitioners, regardless of academic degree. The competencies demonstrate progression across all academic levels.
2. AHIMA-revised Bloom’s Taxonomy levels serve as the minimum (floor) threshold for attainment of the stated competency at each academic level.
3. Associate Curriculum Competencies include the competencies, AHIMA-revised Bloom’s Taxonomy levels, Data Management (DM) specialty track competencies and Revenue Management (RM) specialty track competencies. HIM academic programs are at liberty to select either or both specialty track curricula.
4. Baccalaureate Curriculum Competencies include the competencies and AHIMA-revised Bloom’s Taxonomy levels.
5. Graduate Curriculum Competencies include the competencies and AHIMA-revised Bloom’s Taxonomy levels.
6. Side-by-Side Progression document outlines the progression of the competencies and AHIMA-revised Bloom’s Taxonomy levels across all three academic levels.
7. Curriculum Guidance documents have been developed for each academic level to provide educators with suggested learning resources, examples, potential websites, and other ideas for educators’ consideration only.
8. Curriculum Crosswalk maps the competencies from the draft 2018 HIM Curricula Competencies to the 2014 HIM Curricular Competencies.

Resources:

Associate Level Competencies 

Associate Level Curriculum Guidance

Side-by-Side Progression document 

Curriculum Crosswalk 

In response to the HIM Reimagined (HIMR) initiative, (visit www.ahima.org/HIMR) the American Health Information Management Association (AHIMA) and the Council for Excellence in Education (CEE) have developed draft 2018 HIM Curricula Competencies and AHIMA-revised Bloom's Taxonomy levels:

Major components of the draft 2018 HIM Curricula Competencies include:

1. Competencies represent the areas of mastery important for all HIM students and practitioners, regardless of academic degree. The competencies demonstrate progression across all academic levels.
2. AHIMA-revised Bloom’s Taxonomy levels serve as the minimum (floor) threshold for attainment of the stated competency at each academic level.
3. Associate Curriculum Competencies include the competencies, AHIMA-revised Bloom’s Taxonomy levels, Data Management (DM) specialty track competencies and Revenue Management (RM) specialty track competencies. HIM academic programs are at liberty to select either or both specialty track curricula.
4. Baccalaureate Curriculum Competencies include the competencies and AHIMA-revised Bloom’s Taxonomy levels.
5. Graduate Curriculum Competencies include the competencies and AHIMA-revised Bloom’s Taxonomy levels.
6. Side-by-Side Progression document outlines the progression of the competencies and AHIMA-revised Bloom’s Taxonomy levels across all three academic levels.
7. Curriculum Guidance documents have been developed for each academic level to provide educators with suggested learning resources, examples, potential websites, and other ideas for educators’ consideration only.
8. Curriculum Crosswalk maps the competencies from the draft 2018 HIM Curricula Competencies to the 2014 HIM Curricular Competencies.

Resources:

Baccalaureate Level Competencies

Baccalaureate Level Curriculum Guidance

Side-by-Side Progression document

Curriculum Crosswalk

In response to the HIM Reimagined (HIMR) initiative, (visit www.ahima.org/HIMR) the American Health Information Management Association (AHIMA) and the Council for Excellence in Education (CEE) have developed draft 2018 HIM Curricula Competencies and AHIMA-revised Bloom's Taxonomy levels:

Major components of the draft 2018 HIM Curricula Competencies include:

1. Competencies represent the areas of mastery important for all HIM students and practitioners, regardless of academic degree. The competencies demonstrate progression across all academic levels.
2. AHIMA-revised Bloom’s Taxonomy levels serve as the minimum (floor) threshold for attainment of the stated competency at each academic level.
3. Associate Curriculum Competencies include the competencies, AHIMA-revised Bloom’s Taxonomy levels, Data Management (DM) specialty track competencies and Revenue Management (RM) specialty track competencies. HIM academic programs are at liberty to select either or both specialty track curricula.
4. Baccalaureate Curriculum Competencies include the competencies and AHIMA-revised Bloom’s Taxonomy levels.
5. Graduate Curriculum Competencies include the competencies and AHIMA-revised Bloom’s Taxonomy levels.
6. Side-by-Side Progression document outlines the progression of the competencies and AHIMA-revised Bloom’s Taxonomy levels across all three academic levels.
7. Curriculum Guidance documents have been developed for each academic level to provide educators with suggested learning resources, examples, potential websites, and other ideas for educators’ consideration only.
8. Curriculum Crosswalk maps the competencies from the draft 2018 HIM Curricula Competencies to the 2014 HIM Curricular Competencies.

Resources:

Graduate Level Competencies

Graduate Level Curriculum Guidance

Side-by-Side Progression document

Curriculum Crosswalk

In 2014, the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) adopted curricula requirements created by the Council for Excellence in Education (CEE). All CAHIIM accredited programs were required to implement the 2014 curricula requirements by August 2017. For details on the competencies and requirements visit CAHIIM.

The CEE has developed a tool-kit to assist programs with the transition to the 2014 competencies. Current CAHIIM program applicants, programs in candidacy or those already CAHIIM approved have access to additional program development tools in CourseShare.

• Each of these tools is labeled in CourseShare under the heading of Curriculum Development Toolkit according to program level and
• Includes items such as the program self-assessment tool, side-by-side competencies showing the types of competencies in each sub-domain by academic level and the side-by-side crosswalk that maps the 2012 curriculum to the current competencies and
• Webinar recordings related to using Bloom's Taxonomy, competencies, etc. and
• MS Word versions of the individual level competencies and side by side documents are available in CourseShare for convenience as educators mush wish to add notes and comments for their later reference

Learn about how to access CourseShare