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 must 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.
Learn about how to access CourseShare
As we inch toward the deadline for required implementation of the 2014 curriculum competencies, we will address frequently asked questions and comments about the competencies and resources necessary to achieve the new requirements.
If you have specific curriculum questions, send them to email@example.com.
Q: What does the subdomain title VI.E — Training and Development refer to?
A: This refers to preparing students to serve in training and staff development roles. The competencies and related curricular considerations in this subdomain are intended to allow educators the latitude necessary to teach content relevant to their community of interest and the kinds of roles in training and development that HIM professionals are filling in healthcare organizations. In some cases, this is about staff development for specific programs such as privacy and security and in other cases it could be training individuals to use new technology solutions, etc.
Q: In the baccalaureate level curriculum competencies, what is meant by "administrative reports" in the competency about evaluating administrative reports using appropriate software (Competency III.C.6)?
A: "Administrative reports" is a broad umbrella term that includes many reports that provide direction on a multitude of issues that administration and leadership may need for making operational decisions. The noted curricular considerations are "SQL, Reporting tools," which are intended to convey the types of skills and content knowledge that may be needed to prepare administrative reports. To further clarify this concept, the curricula workgroup of the CEE has been asked to provide additional curricular considerations. The competency statement will remain unchanged and additional guidance through enhanced curricular considerations can be expected no later than the second quarter of 2016.
Q: With the increased emphasis on data analysis in the new curricula competencies, what resources does AHIMA have for this content?
A: After listening closely to recent participants in the Assembly on Education/Faculty Development Institute (AOE/FDI), it is clear that access to data to analyze is a critical need. In addition to the existing text A Practical Approach to Analyzing Healthcare Data, by Susan White, PhD, RHIA, CHDA, AHIMA has added a new text, Data Analytics in Healthcare Research: Tools and Strategies, by David Marc, MBS, CHDA, and Ryan Sandefer, MA, CPHIT. Marc and Sandefer have developed a method of teaching data analytics with real healthcare data in a way that is meaningful and relevant, but there has not been a textbook that met educators' needs. This book answers that call and is the result of the authors' discussions with faculty about their needs and challenges with integrating data analytics into the classroom, providing:
Marc and Sandefer think this textbook will be a huge value for students and faculty and will help push the profession toward better meeting the challenges of data analysis in healthcare. These textbooks, along with White's Certified Health Data Analyst (CHDA) Exam Prep book, can all be used to help prepare RHIAs and baccalaureate-level students who will soon be RHIAs to sit for the CHDA credential. In addition to these books, the Regional Faculty Development Programs and FDI continue to be heavily focused on data analysis.
Teaching data analytics content may not come naturally to every educator. But these resources can help educators develop the skills and confidence needed to educate the next generation of HIM leaders.
Q: Without access to a CAC, some programs are finding it difficult to meet Associate Level Competency V.B.2: “Determine accuracy of computer assisted coding assignment and recommend corrective action” (Bloom’s 5)”.
A: Recommendations for reaching the required Bloom’s level from the Curriculum Committee and from the competencies development taskforce include:
The optional specialty track competencies derived from the work of the CEE Associate Education Coalition.
The workflow diagram offers considerations for the steps programs may have to take to introduce one of these specialty tracks. This workflow diagram is intended as a realistic example of what steps need to be taken to implement a certificate program.
The following documents reflect the competencies associated with each specialty track. In addition to the competencies the associated Bloom's taxonomy level and curricular consideration are listed.
Coding Specialty Track Competencies:
Documentation Improvement Specialty Track Competencies:
Health Data Analysis Specialty Track Competencies:
Privacy and Security Specialty Track Competencies:
Cancer Registry Specialty Track Competencies:
The competencies were built to reflect changes in the workforce. Professionals in health information management (HIM), industry leaders, and educators developed these competencies as a guide to adequately prepare students in HIM.
The competencies revision process was informed by: workforce hiring representatives, industry practitioners and academics who were on the curricula revision team along with members of the AHIMA Strategy Planning session which included:
The complex process of competency development is based on a system model of Input -> Process -> Output -> Feedback. The Diagram below shows the sources of input, how the input was processed and transformed into the new maps and how feedback was demonstrated through the steps taken to vet the outcome.
Competency Development Process (PDF)