To learn more about the Health Information Professions worldwide, please choose a country below.
AHIMA’s vision is to lead the advancement and ethical use of quality health information to promote health and wellness worldwide. Its content, resources, and expertise are available to anyone that has an interest or need for them, no matter where in the world they may work or reside. With advances in tools and technology, it is easier than ever to collaborate, contribute, learn and discover through online portals and education. Now more than ever, AHIMA’s members, partners and colleagues are being called to action to improve healthcare in all countries through an enduring goal of quality healthcare through quality information. AHIMA believes that expertise in health information management is necessary for the delivery of safe, effective, quality healthcare, and HIM associates are recognized around the world as a key member of the health care team.
AHIMA provides a platform for collaboration not only to be able to share its own expertise, but to allow its members and other professionals to learn from the wealth of knowledge available from colleagues around the world. In many cases, other countries have moved to new terminologies, classification systems, and best practices ahead of those in the United States, and there are lessons to be learned from those transitions. No matter where you call home, consider joining AHIMA today to connect, lead, learn, and grow and to make a difference in the management of healthcare information around the globe.
AHIMA and the AHIMA Foundation recognize the growing need for HIM education standards, workforce training, and professional resources outside the United States, and are committed to ensuring health information practices worldwide are governed to appropriate quality standards. To that end, AHIMA has announced participation in the International Trade Administration’s (ITA) Market Development Cooperator Program (MDCP), which aims to increase the competitiveness of US organizations by generating exports abroad. The funding from the US Department of Commerce, which AHIMA will match, will allow AHIMA to support HIM education programs in select countries, recruit international students for US colleges, and promote US curriculum standards for health information education.
Financial assistance for AHIMA’s outreach to increase the competitiveness of the U.S. health information management industry is provided by the International Trade Administration (ITA).
Additional information on ITA support can be found in the public press releases:
AHIMA is proud to be a member of the International Federation of Health Information Management Associations and to participate in networking, knowledge sharing, and resource development with other member nations.
IFHIMA (formerly known as IFHRO) assists national associations and health record professionals to implement and improve health records and the systems which support them. IFHIMA was established in 1968 as a forum to bring together national organizations committed to improvement in the use of health records in their countries. The purposes of IFHIMA are to:
Click to learn more about IFHIMA or become a member at www.ifhima.org.
In 2014 AHIMA founded and convened the Global Health Workforce Council (GHWC), a diverse group of health information leaders from around the world whose purpose is to oversee the development of an internationally applicable health information curricula and competency standard. As e-health technologies expand globally, human resources are the most critical prerequisite for the implementation and on going management of HIT. Healthcare systems require a well-trained and highly skilled workforce. To ensure this workforce is available, comprehensive healthcare education and workforce strategy is needed, beginning with a solid curricula standard to guide education and training programs.
The GHWC’s goal is to develop a global academic curricula standard that will guide educational programming and workforce training in HIM, health informatics (HI), and HIT to increase the number of trained HIM, HI, and HIT professionals. The standard will be developed through an open and transparent process that seeks input and consensus from country-level workgroups and stakeholders.
In addition to the GHWC, there will be country-level workgroups where a lead organization brings stakeholders together to review and provide feedback on the global HIM/HI/HIT curricula standards and competencies.
Structure and Qualifications:
The GHWC brings together a cross-section of experts from education, healthcare, governments, and associations with HIM, HIT, or HI expertise to advance the global curricula. Council members are sought who have demonstrated leadership in the field, and who possess recognition and influence within their country or region and the ability to gain support for curricula standard with various stakeholder groups.
The GHWC consists of 13 appointed members with a cross section of expertise from around the globe. Eleven representatives are recruited from countries and regions to ensure a balance of representation and expertise. The Council structure includes:
Meet the Global Health Workforce Council
AHIMA’s global curricula initiative supports the use of best practices to ensure that as digital information continues to be exchanged both nationally and internationally the appropriate foundational concepts and methods to support these processes are in place. The inextricable link between academic and workforce competencies is also recognized by this global initiative, which brings together leaders in the academic and workforce realms from the global health information communities to guide the development of these foundational curricula. To this end, AHIMA is pleased to announce the release of Global Academic Curricula Competencies for Health Information Professionals. AHIMA also is currently:
Contact email@example.com for a phone consultation.
This guidance document provides foundational information for countries adopting the Global Academic Curricula Competencies for Health Information Professionals. In addition to the academic structures required to prepare a competent workforce, there are many other considerations including associations, faculty preparedness, certifications, and program accreditation. This guidance document speaks to these important issues and is a must-read for anyone adopting the broader academic curricula.
Embedded in the infrastructure guidance document is an assessment tool intended to assist country wide stakeholders as they evaluate their current readiness for adoption of the curricula. Three primary categories of health information governance, academic considerations, and assessing faculty are offered for exploration in the assessment. This tool is designed from a country-maturity perspective that builds from previous work in this area by the World Health Organization. Pilot testing of the assessment tool confirmed is applicability in countries seeking to adopt the curricula. Both the maturity assessment tool and the infrastructure guidance document represent the outcomes of two dedicated workgroups of the GHWC who conducted their work in Phase 2 of the GHWC project.
This serves as a resource for use in determining how domains within the Global Academic Curricula Competencies for Health Information Professionals map to occupational roles. While the list of roles provided here is comprehensive, in some countries or regions, specific roles may not exist, or may be combined with other roles to form a hybrid role. The GHWC recognises that there are specialty areas (e.g., biomedical, nursing, public health informatics and others) with additional curricula and supplementary workforce materials that go beyond the scope of this project.
With input from a core workgroup team, roles within the domains of the health information professions (HIM, HI, HICT) drawn from number of sources, including the EU-US Workforce Workgroup HITCOMP Tool, AHIMA HIM Career Map, and others were mapped to the 29 domains included in the curricula. Each member of the workgroup separately noted the applicable domains for each role, and these were then collated into a master file. Domains for which two or more workgroup members noted agreement were included for that particular role, and the draft document underwent a final internal review prior to release a public comment period to ensure the content was validated and vetted. Feedback received was integrated and this final version of the resource resulted.
The global curricula for the health information professions is a valuable tool for establishing academic programs in health information management (HIM), health information and communications technology (HICT), and health informatics (HI). The complete project narrative including curricula competencies, project scope, intent, and timeline guides users through many relevant considerations. In addition to the detailed document the following set of Frequently Asked Questions are provided for the convenience of the reader and additions will be made as the need arises.
Must all competencies and domains within an academic level of the curricula be utilized?
The document structure allows for domains and competencies to be used as desired to form a curriculum that will meet the needs of a specific program or institution. Each institution will determine what level of degree or certificate will be awarded based on their institution’s requirements.
How can an institution or country use the curricula?
If you would like to use the curricula for the health information professions, please email firstname.lastname@example.org to request a draft memorandum of understanding. The curricula competencies and MOU is free and open-source and the memorandum of understanding assists in providing ongoing technical assistance to programs using the curricula.
Does the curricula lead to specific certifications or credentials?
If a certification (designated by credentials such as RHIA, CHIM, HIM, or other) is desired, the eligibility criteria established by the certification body must be followed. Countries may elect to develop their own certification process or to seek routes of eligibility to existing certifications.
Global Health Workforce Council webinar recording
We are pleased to provide a recorded webinar which offers an overview of the Global Health Workforce Council’s Global Academic Curricula Competencies for Health Information Professionals. The curricula is a resource for academic programmes and workforce development efforts across health information professions worldwide, including HIM, HI, and HICT. To learn more, please visit: https://youtu.be/G8FUCuywwVY
To Adopt the Global Curricula in Your Country:
New programs within the «Health Information Management» for the preparation of national cadres Medical
AlKhaleej (February 1, 2016)
HCT Partners with AHIMA Foundation to Develop New Cadre of Health Information Management Leaders
ZAWYA (February 3, 2016)
Preparing Health Information Professionals for Health Information Systems Challenges
Routine Health Information Network (RHINO) (December 23, 2015)
Your expertise in HIM, HI, or HICT in the global community is needed to advance the goals of the GHWC initiative. Phase 3 workgroups are forming now for workgroup activities that will take place between January-August of 2016. These workgroups will focus on grouping competencies into academic courses, developing training materials, and identifying knowledge, skills, and abilities (KSA) that link to the global competencies for the health information professions.
Complete the GHWC workgroup application and return it to email@example.com before December 1, 2015 if you are interested in participating in a Phase 3 workgroup. The GHWC will specify workgroup topics and individuals that completed an application will be asked to select a specific workgroup before the first meeting.