Over a decade ago, economist Robert Mc.
Teer noted the importance of continually reeducating and training our work
force to meet the challenges of a changing world. The significance of this
statement to the current education of the health information management (HIM)
work force is reinforced by initiatives heralding the transformation of health
information technology (HIT) by 2014. HIT initiatives have established the
framework for a national health information infrastructure in both public and
private sectors; however, they have created a parallel need for additional
investments in reeducating and training a health information management work
force with specialized skills to address the evolving HIT landscape.
Teer noted the importance of continually reeducating and training our work
force to meet the challenges of a changing world. The significance of this
statement to the current education of the health information management (HIM)
work force is reinforced by initiatives heralding the transformation of health
information technology (HIT) by 2014. HIT initiatives have established the
framework for a national health information infrastructure in both public and
private sectors; however, they have created a parallel need for additional
investments in reeducating and training a health information management work
force with specialized skills to address the evolving HIT landscape.
The American Health Information
Management Association (AHIMA) work force studies recognized the need for more
qualified people in the transition to an electronic health record era and
identified education as the key to adapting the HIM profession to developing
technologies. In 2007, the AHIMA white paper Vision 2016: A Blueprint for
Quality Education in Health Information Management addressed challenges and
key priorities for preparing an effective and qualified pool of health
information management faculty by 2016.
Management Association (AHIMA) work force studies recognized the need for more
qualified people in the transition to an electronic health record era and
identified education as the key to adapting the HIM profession to developing
technologies. In 2007, the AHIMA white paper Vision 2016: A Blueprint for
Quality Education in Health Information Management addressed challenges and
key priorities for preparing an effective and qualified pool of health
information management faculty by 2016.
In order to address the need for
reeducating and training the HIM work force, we need to examine the
characteristics and expertise of this work force, especially faculty educators.
These educators are charged with training qualified HIM professionals in the
face of such challenges as increased enrollments and diversity among students,
needed transitions in instructional methodologies, funding issues, and
increased demands for qualified HIM applicants by public and private employers.
The continuing evolution of the healthcare industry requires that the HIM
profession foster skills of lifelong learning and leadership among its current
and future work force.
reeducating and training the HIM work force, we need to examine the
characteristics and expertise of this work force, especially faculty educators.
These educators are charged with training qualified HIM professionals in the
face of such challenges as increased enrollments and diversity among students,
needed transitions in instructional methodologies, funding issues, and
increased demands for qualified HIM applicants by public and private employers.
The continuing evolution of the healthcare industry requires that the HIM
profession foster skills of lifelong learning and leadership among its current
and future work force.
