WELCOME TO THE SCHOOL OF HEALTH INFORMATION SCIENCE

Transcription

1 WELCOME TO THE SCHOOL OF HEALTH INFORMATION SCIENCE Printed August 2012

2 TABLE OF CONTENTS Message from the Director... 3 What is Health Information Science?... 3 Our History and Where We Are Now Health Information Science Co-op Program... 4 Frequently Asked Questions.. 5 Grading Scheme, Plagiarism, Cheating On Assignments, Tests and Exams... 6 Model Plan for Academic Program.. 7 Model Plan for Combined Major Academic Program Hinf Undergraduate s List of Approved Senior Electives. 10 Outlines Faculty Bios

3 Message from the Director Canada's first post-secondary program in health informatics The School of Health Information Science emerged in 1981 at the University of Victoria out of a desire to improve health care through the development of information technology. Since its inception, our school has been a leader in health informatics education, research and consultancy at both the national and international levels. We were the first post-secondary program in health informatics in Canada and we are now one of the most well-known programs in health informatics in North America. Education in health informatics at UVic provides students with a broad range of interdisciplinary skills, knowledge and competencies in the field. It is this concept that has been fuelling the educational program within our school since the outset. We are proud to say that, for the past 30 years, this model has been and continues to be very successful as indicated by the satisfaction of our students and their success in gaining employment and advancement in the field of health information science. What is Health Information Science? Health Information Science (also known as Health Informatics) is the study of how health data are collected, stored and communicated; how those data are processed into health information suitable for administrative and clinical decision making; and how computer and telecommunications technology can be applied to support these processes. Students learn to identify what information and data are needed by doctors, nurses, hospital administrators, government planners and other health care professionals and how they are used in order to make effective health care decisions. The School of Health Information Science at the University of Victoria has been a pioneering influence in the field of health informatics and health informatics education for almost thirty years. It has been a leader in health informatics education, research and consultancy both at the national and international levels. The School was the first post-secondary educational program in Canada in health informatics and remains the only school or department in Canada exclusively devoted to health informatics education at all levels (from undergraduate to PhD education). Most of the programs in other parts of the world have either a highly medical or biological as opposed to a broader health informatics focus. The School is in the top three in the world in terms of the number of faculty fully dedicated to research and teaching in health informatics. The mission of the School is to improve health care delivery systems by educating individuals to be effective developers, users and managers of health information resources; by advancing knowledge through research; and by providing a consultative service to the health care community. The School's view of health information encompasses clinical, sociological, epidemiological, administrative, legal, and economic perspectives. Health is seen from a community perspective and encompasses the full range of services including health promotion and disease prevention, home care, community health and occupational health, physicians services, institutional acute care, rehabilitation and extended care. As health information is increasingly being processed by computers and transmitted by communications technology, the School's programs have a significant technological component. Our History and Where We Are Now In the late seventies, Dr. William Gibson, then Chairman of the Universities Council of British Columbia, envisaged a need for a new type of professional who had the knowledge and skills to effectively introduce information technology into Canada s health care system. His vision came to fruition in 1981 when the University of Victoria inaugurated a new fouryear Bachelor of Science degree program in Health Information Science. The new program was added to the University s Faculty of Human and Social Development consisting of the Schools of Child and Youth Care, Nursing, Public Administration and Social Work. For nineteen years it was unique in Canada, and it still leads the way in education in the health informatics industry. With eight full-time faculty members and a support team of seven people, the School is the largest in Canada and one of the largest in the world. In the fall of 1982 the initial curriculum was initiated and the first classes taught. The curriculum was based on international consultations and two different model curriculums prepared by the Association for Computing Machinery. In September 1983, the inaugural class of 15 students was admitted into the School. The May 1986 convocation saw the first group of Health Information Science students receive their degrees. In 1987, the Health Information Science program was granted School status. In 1990, the School admitted its first Masters by special arrangement graduate student and the 1993 convocation saw the School s first Masters student receive her degree. In 1990, the School admitted its first PhD by special arrangement student and saw its first PhD student graduate in In 2003, the School s on campus Masters of Health Informatics degree program was approved. In 2005, the School was approved to also offer a distance based Masters of Health Informatics degree and the inaugural class of 4 began their studies in September

4 Health Information Science Co-op What is the Health Information Science Co-op Program? The School of Health Information Science Co-operative Education Program allows students to apply computer and communication technologies in health care. You ll learn to identify information needed by doctors, nurses, hospital administrators, government planners and other health care professionals to make effective decisions in caring for patients. Student Benefits Gain work experience You ll gain relevant work experience, enhance your classroom learning and apply your academic knowledge in real-world workplaces. Benefit from one-on-one guidance A co-op coordinator will help you polish your résumé, practice interview skills, search for a job, prepare for the workplace and develop competencies. Explore job opportunities Co-op will help you discover your strengths, explore potential career options and clarify your long-term career goals. Connect with employers You ll establish a network of contacts and references in your field. You may even graduate with a permanent job offer from a former co-op employer. Help pay for your education Finance your study terms with the salary you ll earn during your work terms. Graduate with an advantage On average, co-op graduates find permanent employment faster, are promoted sooner and earn higher starting salaries than non-co-op grads. The Job Application Process The process is simple and begins about four months before the period of employment. Work terms normally begin at the start of January, May and September. Each work term is a minimum of twelve weeks, but may last four, eight or twelve months. 1. Read job descriptions Approximately four months before the work term, employers submit job descriptions for available co-op work positions. Each job description describes the type of position, duties, responsibilities, salary, education requirements and location. You can read job descriptions at 2. Apply for jobs Apply to the jobs that interest you in the manner specified by the employer (usually through the co-op posting board or by ). 3. Attend an interview Once the job posting is closed, the employer will screen résumés and shortlist candidates. If you are shortlisted, you ll be interviewed. Interviews may take place in person, over the phone or through Skype. 4. Receive a job offer If you are the successful candidate, you ll receive a formal job offer through the co-op office. You ll have 24 hours to accept or decline. Expectations and Standards The Health Information Science Co-op Program is a mandatory, year-round co-op program. You must successfully complete three co-op work terms to obtain a BSc degree in health information science. Each work term is evaluated on the basis of your work term report, an employer evaluation and a short oral presentation. Work term reports are mandatory. If you successfully complete the Co-op Program, you ll earn a co-op distinction on your degree.spring Jan-Apr Summer 4

5 May-A Frequently Asked Questions What is the difference between the Regular BSc in Health Information Science and the Combined Major in Computer Science and Health Information Science? We offer two different programs of study. The BSc in Health Information Science will allow you to use your people skills to help those in the medical field find IT solutions while the Combined Major in Computer Science and Health Information science is designed for those students interested in a more technical career. What Careers will a degree in Health Information Science prepare me for? With 100% employment amongst graduates since 1997, our alumni are employed as consultants, managers, system designers, system analysts and researchers with starting salaries generally above $55,000. Health Information Science attracts individuals who want to work with people, are analytical, are self-motivated and enjoy problem solving. People who envision the potential benefits of using computers and want to work at the interface of technology and society. Is there financial help available? Yes, in addition to the funds received on co-op work terms there are also a number of scholarships and bursaries available through the School and the University. Please see the School of Health Information Science website at UVic also participates in various provincial and federal student loan plans. Can I take courses at other post secondary institutions that will be accepted as credit towards my BSc in Health Information Science degree? Our core courses are not offered at other post-secondary institutions (exceptions may apply), however, courses and electives outside of our core courses will be accepted as long as they comply with the BC Transfer Guide. Please visit in order to determine courses that are transferrable. The student must notify the department ahead of time in order to arrange approval of this option. If I have questions, should I see the Student Advisor or the Director? The Student Advisor will assist as follows: Counsel students re: best electives to take. Advise students on model program and staying on track. Provide career guidance to students. Provide recommendations to Director on student matters. The Director will assist as follows: Give final permission for exceptions to program such as course waivers, model program changes, senior electives not on prescribed list, courses while on work term. Provide first avenue of student appeal after course instructor (see University calendar for appeal procedures) under the Policy on Academic Integrity section. I am applying to the School and have already taken STAT 255. Do I have to take STAT 252 as well? No, the courses are mutually exclusive. What is considered full time and what is the minimum requirement of course workload per term? Three courses per term is the minimum requirement for full time status. However, it is strongly recommended you follow the Model program guidelines in order to complete the program in the prescribed four years. The Health Information Science Full-Time Program must normally be completed within five years from the date of admission. You must complete all the courses listed for the first two years of our Model program before you can go out on a co-op placement. A student who does not register for courses in any given term must request a written Leave of Absence from the Director of the program. Can I take a course while I am working on my co-op assignment? Normally, this is restricted as it is important to commit your full attention to your co-op work experience. However, under special circumstances, it is possible upon approval of the Director and Employers. 5

6 A student commits plagiarism when he or she: Grading Scheme Numerical Marks Letter Grade GPA A A A B B B C C D 1 Submits the work of another person as original work. Plagiarism Gives inadequate attribution to an author or creator whose work is incorporated into the student s work, including failing to indicate clearly (through accepted practices within the discipline, such as footnotes, internal references and the crediting of all verbatim passages through indentations of longer passages or the use of quotation marks) the inclusion of another individual s work. Paraphrases material from a source without sufficient acknowledgement as described above. Students who are in doubt as to what constitutes plagiarism in a particular instance should consult their course instructor. The University reserves the right to use plagiarism detection software programs to detect plagiarism in essays, term papers and other assignments. The penalty for plagiarism can be found in the University Calendar as stated in the section under Policy on Academic Integrity at Cheating includes, but is not limited to: Cheating on Assignments, Tests and Examinations Copying the answers or other work of another person. Sharing information or answers when doing take-home assignments, tests and examinations except where the instructor has authorized collaborative work. Having in an examination or test any materials or equipment other than those authorized by the examiners. Impersonating a candidate on an examination or test, or being assigned the results of such impersonation. Candidates found communicating with one another in any way or having unauthorized books, papers, or communication devices such as cell phones and PDA s in their possession, will be considered to be in violation of the University Policy on Academic Integrity. Submission Policy All laboratory and/or class assignments must be completed and both the mid-term and final exams written in order to pass the course. Laboratory and/or class assignments handed in late will be assessed a 5% penalty per day for three days, each day thereafter will be a 20% penalty per day. Any assignments submitted on disk MUST be scanned for computer viruses using the current detection software provided in the HSD Computing Facility IMMEDIATELY PRIOR TO SUBMISSION TO THE INSTRUCTOR. Any assignments submitted containing a virus will be considered late, and will be assessed late submission penalties. In accordance with School policy, in order to pass a course, all course assignments must be completed. No assignments will be accepted after five working days from the last day of classes. Please refer to the University of Victoria Undergraduate Calendar for University Policy & Regulation 6

7 HEALTH INFORMATION SCIENCE Model Plan for Academic Program First Year: 15.0 units SEPT. - DEC. JAN. - APRIL MAY - AUGUST CSC 110 *ENGL 135 HINF 130 **EPHE 141 (PE 141) or BIOC 102 or BIOL 150A(or B) or BIOL 190A ELECTIVE CSC 115 ENGL xxx HINF 140 MATH 151 ELECTIVE NONE Please see the BC Transfer Guide for course equivalencies. *Students who have completed ENGL 115 have fulfilled this requirement. **Students with Biology 12 must complete a Request for Change to CAPP form at uestforchangetocapp.pdf and must take 1.5 elective (which can be one of these courses). Second Year: 15.0 Units SEPT. - DEC. JAN. - APRIL MAY - AUGUST HINF 200 HINF 230 STAT 252 ELECTIVE ELECTIVE HINF 201 HINF265 HINF280 ELECTIVE ELECTIVE WORK TERM # 1 Normally completion of all courses listed in first 4 terms will be required prior to undertaking the 1st work term. Third Year: 15.0 Units SEPT. - DEC. JAN. - APRIL MAY - AUGUST CSC 375 HINF 320 HINF335 HINF350 HINF381 WORK TERM # 2 HINF 310 HINF 330 HINF 345 HINF 351 HINF 371 Fourth Year: 15.0 Units SEPT. - DEC. JAN - APRIL MAY - AUGUST WORK TERM # 3 HINF 410 HINF 420 HINF 450 HINF 461 HINF 470 *SENIOR ELECTIVE SENIOR ELECTIVE SENIOR ELECTIVE SENIOR ELECTIVE SENIOR ELECTIVE *The University maximum allowed is 6 courses per academic term which means that students who are able and wish to do so can add a senior elective to any of the academic terms rather than waiting to take them in the final summer as illustrated in the model. B.SC. DEGREE REQUIREMENTS Hinf core courses 43.5 Senior elective courses 7.5 Elective courses 9.0 Undergraduate Degree (units)

8 COMBINED MAJOR HEALTH INFORMATION SCIENCE AND COMPUTER SCIENCE Model Plan for Combined Major Academic Program First Year: 15.0 Units SEPT. DEC. JAN. APR. MAY - AUGUST CSC 110 ENGL 135 HINF 130 *EPHE 141 (PE 141) or BIOC 102 or BIOL 150A or BIOL 190A MATH 100 CSC 115 CSC 106 HINF 140 MATH 122 MATH 101 NONE *Students with Biology 12 may take an elective instead. Please see the BC Transfer Guide for course equivalencies. Second Year: 15.0 Units SEPT. DEC. JAN. APR. MAY - AUGUST CSC 225 HINF 200 HINF 2xx SENG 265 STAT 255 or 260 Third Year: 15.0 Units HINF 201 HINF 280 CSC 230 ENGR 240 MATH 222 WORK TERM #1 SEPT. DEC. JAN. APR. MAY - AUGUST CSC 375 *CSC 3xx or SENG 321 HINF 3xx HINF 3xx SENIOR ELECTIVE WORK TERM #2 *CSC 3xx OR SENG 321 HINF 3xx SENIOR ELECTIVE SENIOR ELECTIVE SENIOR ELECTIVE * Select 2 courses from CSC 320/322/355/360 and SENG 321; these must fit into the Fall and/or Summer terms. Fourth Year: 15.0 Units SEPT. DEC. JAN. APR. MAY - AUGUST WORK TERM #3 HINF 4xx HINF 4xx CSC 4xx CSC 4xx CSC 4xx ELECTIVE ELECTIVE ELECTIVE ELECTIVE **SENIOR ELECTIVE *These 7.5 units of senior electives must be at the 300 level or higher and include at least 3 units chosen from Health Information Science, Computer Science or SENG. B,SC, COMBINED DEGREE REQUIREMENTS Hinf core courses 42.0 CSC 4xx 4.5 Senior Electives 7.5 Electives 6.0 Undergraduate Degree (units)

9 HINF UNDERGRADUATE COURSES HINF 130 Introduction to Health Information Technology Units:1.5 HINF 350 Units: 1.5 Human Aspects of Healthcare Information Systems HINF 140 Units: 1.5 Introduction to the Canadian Health Care Systems HINF 200 Units: 1.5 Principles of Health Database Design HINF 351 Units: 1.5 Information Technology Procurement HINF 371 Units: 1.5 Clinical Methodologies HINF 201 Units: 1.5 Database Management and Development for Health Care Systems HINF 381 Units: 1.5 Epidemiology, Population Health and Public Health HINF 230 Units: 1.5 Organizational Behaviour and Change Management HINF 410 Units: 1.5 Information Management and Technology HINF 265 Units: 1.5 Health Care Delivery Organization HINF 280 Units: 1.5 Biomedical Fundamentals HINF 420 Units: 1.5 Societal Implications of Information Technology HINF 450 Units: 1.5 Health Information System Design HINF 310 Units: 1.5 Electronic Records and Decision Support Systems HINF 320 Units: 1.5 Project Management HINF 461 Units: 1.5 System Evaluation and Quality Improvement HINF 470 Units: 1.5 Trends in Health Informatics HINF 330 Units: 1.5 Legal Issues in Health Informatics HINF 335 Units: 1.5 Health Information Standards HINF 345 Units: 1.5 Networks, Interoperability and Systems Security 9

10 List of Approved Senior Electives (please note that some of these courses may require prerequisites) Students are required to select a minimum of 7.5 units from the following courses to complete their degree. The restrictions in course selection are noted below: Students wishing to take 300 and 400-level courses not listed below must receive prior written permission from the Director. Health Information Science students require permission of the Dean of Engineering to take Engineering courses. ADMN 311 Introduction to Public Administration EDCI 339 Educational Applications of the Internet ADMN 312 Managing in Public and Non-Profit Organizations ENT 402 Entrepreneurship and Small Business for the Non-Specialist ADMN 316 Written Communications in the Public and Non-Profit Sectors GEOG 308 Introduction to GIS ADMN 407 Managing Service Delivery GEOG 346 Geography of Environment and Health ADMN 411 Public Sector Project Management GEOG 366 Medical Geography ADMN 420 The Public Policy Process HSD 400 Policy in the Human Services ADMN 431A Public Sector Human Resource Management POLI 456 The Politics of Internet ADMN 437 Program Evaluation and Performance Measurement SOCI 445 Sociology of Health and Illness ADMN 477 Strategic Planning and Implementation CSC 350 Computer Architecture AE 322 Digital Arts CSC 355 Digital Logic and Computer Organization ANTH 302 Geography of Environment and Health PHIL 321 Philosophy of Medicine ANTH 312 Medical Anthropology PHIL 330 Professional and Business Ethics ANTH 393 Selected Problems in Anthropology: Cultural Anthropology PHIL 331 Issues in Biomedical Ethics BIOL 401A Biotechnology PHIL 390 Topics in Philosophy CENG 420 Artificial Intelligence PSYC 313 Cognitive Psychology CSC 360 Introduction to Operating Systems STAT 354 Sampling Techniques CSC 361 Computer Communication and Networks STAT 453 The Design and Analysis of Experiments ECON 317 The Economics of Canadian Health Care HSD 425 Qualitative and Quantitative Analysis ECON 320 Economic Development SOCI 471 Multivariate Statistical Analysis ED-D 316 Study of Communication in Interpersonal Relationships PSYC 332 Health Psychology ED-D 414 Group Processes PSYC 334 Organizational Psychology ED-D 417 Skills for Effective Interpersonal Communication 10

11 COURSE OUTLINES

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13 HINF 130 Introduction to Health Information Technology Health informatics is the study of the nature and principles of information and its applications within all aspects of health care delivery and promotion. At the functional level, it is the study of information and communication systems in health care. In this course, we will discuss the fundamental building blocks of health information systems. In very general terms, you will learn about the role of information technology in healthcare systems and in the work of health care professional issues surrounding the usability of systems and the long-term impact of information technology on society. We will consider a range of health informatics topics including: The fundamental concepts in informatics such as models, information, information systems and classification of information. Informatics skills such as communication, searching and questioning. Information and communication systems in healthcare such as computer-based patient records, telemedicine, protocols, evidence-based medicine, clinical decision support tools and biosurveillance. This lab portion of this course will give you the opportunity to practice with spreadsheets, databases and networks. Major objectives: Upon successful completion of this course, students will be able to: Explain the theoretical concepts of the informatics. Classify the applications of computer systems in healthcare. Compare the computerized and traditional healthcare systems. Demonstrate the need for informatics in healthcare. Discuss the application of computer systems for: o Computer-based patient records o Coding and classification o Telemedicine o Protocols and evidence-based medicine o Clinical decision support tools o Biosurveillance Evaluate the limitations of informatics in healthcare. 13

14 HINF 130 LAB Introduction to Health Information Technology This is the first lab course in a series within the Health Information Science program. It is meant to cover some of the introductory concepts and materials in information technologies in the context of healthcare. It is expected that students will be familiar with some of the basic concepts covered in this lab course. The lab notes posted on the course Moodle site will be provided mainly for self-study, and those students who are unfamiliar with any specific concepts will be expected to read the relevant materials provided on the course Moodle site, and perform the hands-on exercises on their own. For efficient use of limited lab time, lab classes will be reserved and dedicated to brief reviews and relevance to healthcare. Upon successful completion of this course, students will be able to: Understand and use communication protocols/applications such as FTP. Search medical and health informatics databases. Use the UNIX command line interface to perform basic tasks. Use Microsoft Excel in the context of building health informatics decision support models (e.g. structure spreadsheets to store data, perform computations and make graphs). Understand and apply basic data modeling concepts using Microsoft Access as a DBMS development tool (e.g. to build simple health database applications). Understand and use simple HTML, XML syntax. Understand and use blogs and wikis. 14

15 HINF 140 Introduction to the Canadian Health Care Systems The issues, tasks, and problems confronting health informaticians working in the Canadian healthcare system are manifold and complex. In order to prioritize and come to grips with such problems they need to be able to recognize the origin and implications of such problems and the importance of their solution. The course introduces students at a general yet relevant level to the nature and evolution of healthcare in Canada. While emphasis will be placed on concepts, as well as rudimentary facts, it is expected that students will acquire and be able to demonstrate command of the material in the text. Goals: The course goal is also to provide students with a comprehensive and critical understanding of the Canadian healthcare system, its development and its current problems and issues. In order to accomplish this the course will: a) introduce students to the origins, structure, and key issues of the provincial and federal roles in healthcare; b) provide students with an integrated orientation regarding its major components. Areas covered include: The concepts of health, illness and healthcare. The evolution of national health insurance. Federal and provincial health service organization. Funding healthcare. Healthcare professionals. Healthcare institutions. Chronic and communicable diseases. Environmental and occupational health. Community health. Healthcare reform. Emerging issues for healthcare in the 21st Century. Upon successful completion of this course, students will be able to make a useful contribution to critical discussions of the following aspects of the Canadian healthcare system: The nature of health and its determinants. The historical development of healthcare systems, particularly the Canadian, within the federal, provincial and regional contexts. The extra-institutional elements that influence the determinants of health, such as environmental, occupational and complementary healthcare services. The structure, process and funding aspects of the healthcare system. The traditional components of the healthcare system; acute care, continuing care and public health with a view to appreciating how they are being transformed. The nature of human participation in the healthcare system and the complex dynamics that this creates. This requires the student to understand the wide scope of professions in the health system and how they and their organizations are controlled. An appreciation of power and how it is used is by interest groups is necessary. The current problems and issues confronting the Canadian healthcare system. Students will be expected to prepare an in-class presentation discussing an important aspect of healthcare systems. 15

16 HINF 200 Principles of Health Database Design To effectively promote, develop and refine health care delivery, it is essential that all resources that are available be fully utilized. One of the most significant resources available to the health care system is data. Millions of health care transactions occur every year in B.C. alone. PharmaNet, M.S.P., insurers such as Maritime Life, I.C.B.C., W.C.B., and medical doctors records are just some of the sources of health related data. But data on its own is of no value unless it can be used, and it is the goal of this course to teach you how to recognize sources of data and the types of data that may be available, how to organize that data into a form and structure that allows for the timely production of meaningful information from that data, and how to enhance the confidentiality of that data. For supplementary information and course updates, please refer to Instructor's materials. Co requisites: HINF 130, CSC 110 and either MATH 151 or 122. Goals: The overall goal is to ensure the students understand the concepts of database design and use, and the importance of database to health care. Upon successful completion of this course, students will be able to: Describe the purposes of a data management system (DBMS) and their components. Determine required and available data and develop an appropriate database design using appropriate modeling techniques. Design relational databases using standard tools and techniques, including SQL, ER Diagrams, and normalization. Identify and describe some of the main trends, current technologies and management issues in database designs and management, and how to apply XML to solve data exchange problems in heterogeneous database environment. 16

17 HINF 200 LAB Principles of Health Database Design This lab will give students major information necessary to generate an entity relation diagram (ERD) and use ER modeling to design a relational database. The process students learn in this lab can be applied to design databases in any relational database system such as Oracle, Microsoft SQL server, Microsoft Access, etc. This lab will support the lecture contents of HINF 200 and students will become familiar with the basic concepts of relational database. This lab will provide hands-on experience in Microsoft VISIO to create ERD, Microsoft ACCESS to develop physical database design based on the logical database model, and Structured Query Language (SQL) to store, retrieve and manipulate data. Upon successful completion of this course, students will be able to: Understand the basic concepts of Relational database. Understand some of the basics of a DBMS development environment. Use Microsoft VISIO to develop an Entity-Relationship (ER) model. Create a simple database application in Microsoft Access to build a physical database based on the logical database model. Develop queries and hands on experience with SQL commands to store, retrieve and manipulate information. 17

18 HINF 201 Database Management and Development for Health Care Systems This lab course provides students with hands-on experience with Oracle 10g, a sophisticated, full-scale multiplatform database management system. Using a set of accompanying tools, students will: Explore the architecture of a database management system. Construct a database. Maintain and administer a database. Develop a prototype database application. Students are able to transfer this experience to other database management systems on other platforms. Prerequisites: HINF 200 or CSC 370, or permission of the department. Goals: After taking this course, students will be able to accomplish the Prescribed Learning Outcomes. Database Background Understand what a database is. Understand when, and when not, to use a database. Know what a relational database is and how to use it. Know why we are using Oracle. Data Modeling. Understand what data modeling is. Use data modeling techniques to construct a logical database structure. Understand and use data normalization for new databases. Use normalization practices to convert legacy systems. SQL. Understand and use SQL syntax. Construct SQL based queries. Construct database queries using SQL form. Create simple reports using several different query methods. Analyze data using advanced SQL syntax and techniques. Database Programming using PL/SQL. Understand and use stored procedures. Implement programs using client side and server side processing/programming. Learn to use indexes, sequences, functions, procedures, and triggers. Data Entry, Storage, and Reporting. Design data entry forms for entering, retrieving, and storing data. Create reports in response to plain English data requests. To give students an opportunity to explore database development in a hands-on environment. To empower students to experiment and develop techniques for database development. To allow students to understand and appreciate data modeling and design. To allow students to experience Oracle 10g in health related environment. To increase student awareness of database and computing technologies. 18

19 School of Health Information Science HINF 230 Organizational Behaviour and Change Management This course will introduce the student to the techniques used in the management of individuals and groups (ie within and between groups) in healthcare organizations. The topics that will be covered in the course will include: decision making, problem solving, work groups, leadership, power and influence, labor relations, communication, change management, and risk management. Goals: To become familiar with aspects of organizational design, behaviour, management and change in order to design and develop effective and efficient health informatics departments that can support patient care, health professional, administrative and informatics work. Upon successful completion of this course, students will be able to: Develop an understanding of management and organizational theories and models as they apply to everyday work situations. Develop an understanding of those aspects of an organization s internal and external environment that affect a manager s work. Understand the techniques used to manage individuals and groups within and across organizations. Understand the nature of power and politics in an organization. Learn how to motivate people (ie health professionals IT professionals and administrators). Learn about the tools and techniques used in change management. 19

20 HINF 265 Health Care Delivery Organization This course builds on material covered in HINF 140 and HINF 230. It explores the ways in which health agencies are organized and managed in order to deliver health care in more depth. This course is an introduction to the ways in which health care organizations are managed and financed to deliver health care. Topics include: organizational theory, power and culture, division of labour, command and control in healthcare versus other industries, governance and integrated delivery systems models. Prerequisites: HINF 140, HINF 230. Goals: To provide students with an appreciation of the many health care organizations in Canadian health care. To provide students with an understanding of how health care organizations currently function to provide Canadians with health care services. Upon successful completion of this course, students will be able to: Describe the major principles of organizational theory as they apply to health care organizations. List the types of organizations that make up Canada s health care system. Describe the key components of organizations that make up Canada s health care system. Describe the inter-relationships and inter-dependencies between health care organizations and the communities they serve. Identify the trends and issues facing health informaticians, health care administrators and clinicians who work in health care organizations. Describe the types of staff who deliver and manage health care in Canada. 20

21 HINF 265 LAB Health Care Delivery Organization The lab for Hinf 265 is intended to examine organizational and strategic management activities through related analytical methodologies for decision making and control in health care delivery organizations. Topics to be covered include: Health care operations/strategic management. Business processes in health care. Human resources and productivity management. Budgeting and inventory management. Financial accounting. Management accounting. Economic analyses for decision making. Statements and reporting. Upon successful completion of the lab portion of this course, the student will be able to apply selected tools and analysis techniques for decision-making in operations and strategic management including budgeting, inventory control, and financial and management accounting in the context of health care delivery organizations. 21

22 HINF 280 Biomedical Fundamentals The objective of this course is to provide the student with an overview of the anatomy, physiology of human body and selected examples of pathology fundamentals required for understanding future studies in health informatics. The course develops familiarity with medical terms, and creates an understanding of measurement of normal and abnormal, preparing Health Information students for practice in the clinical field. All integrated functions of physiological systems are covered, including psychiatric problems. Health informaticians have an important role in helping to coordinate and communicate health information to support consumer and health professional: information needs, learning, decision-making, and practice at point of care. The distinctive competence of a health information science graduate is their familiarity of the health care terminology and organizational structure. In order to develop a base understanding of the use of health information by consumers and health professionals, health informaticians need to understand key aspects of human anatomy, physiology and the human body s response to health and disease. This course will help to develop an understanding of the key concepts and types of information that health professionals utilize in their search for and use of information in decision-making when they are caring for patients or communities. Prerequisites: Biology 12 or one of EPHE 141, PE 141, BIOC 102, BIOL 150A or B, or 190A. Goals: Understand basic anastomic and medical terminology used in health care settings and essential aspects of human physiology and it s relationship to health and disease. To become familiar with and understand the relevance of anatomy and physiology and the states of human health and disease in the effective development and evaluation of health information. To illustrate an understanding of basic terminology and commonly used abbreviations and acronyms in a clinical setting. Illustrate the linkage between disease and disease process and data and information. Students are likely to vary in their skills and competencies. You can expect to acquire these abilities only if you honour the course policies, attend class regularly, maintain regular contact with the instructor, complete all assigned work in good faith and on time, and meet all other course expectations of you as a student. 22

23 HINF 310 Electronic Records and Decision Support Systems Why do we need Clinical Decision Support (CDS)? Are not clinicians intelligent, committed, and efficient users of information? Certainly, this is true. It is also true that we are human, performing complex intellectual tasks under stringent time constraints and with frequent interruption. For these reasons, we fall prey to many of the courses of human errors, particularly to the limitations of working memory. If the Clinical Decision Support System (CDSS) can be programmed to help clinicians and patients identify and answer clinical questions efficiently, it will produce remarkable improvements in care quality and patient outcomes. Prerequisites: HINF 200 Goals: The overall goal is a thorough understanding of concepts, methodologies and techniques available to support the patient care process through the use of information, communication and decision technologies. This includes not only comprehending key ideas, concepts and facts, and the ability to restate them in different terms, but extends to the ability to evaluate, assess and choose among alternative concepts and ideas, to relate and reconcile among them, to apply them to new situations, and ultimately, to develop new concepts. Upon successful completion of this course, students will be able to: Characterize the essential components of clinical information systems required for achieving improved patient care in various settings. Describe the essential features of departmentally-based systems and discuss their mutual relations. Describe the types of electronic records in health care and how they interrelate. Describe the role of decision support in health care settings. 23

24 HINF 310 LAB Electronic Records and Decision Support Systems The lab for Hinf 310 is intended to examine electronic record systems such as the electronic health record, electronic medical records, and departmental information systems as well as clinical decision support. Topics to be covered include: Principles of health/medical data management and design. Basic concepts in electronic record use (navigation, searching, reporting). Basic features/functions of systems (encounters, scheduling, order entry, results management, referral). Standards, nomenclatures and taxonomies to support features/functions. Basic concepts in clinical decision support including clinical guidelines, knowledge-based vs. rule-based algorithms. Upon successful completion of this course, students will be able to: Articulate the differences between electronic record systems in terms of features and functionalities. Have an understanding of clinical decision support from a design perspective. 24

25 HINF 320 Project Management This course provides an introduction to the essentials of project management and the project life cycle. Topics include project lifecycle management, and all project processes including: project charter, network diagramming, scope management, cost management, risk management, issue management, change management, scheduling and schedule management. Prerequisites: HINF 320 Goals: The course goal is to prepare students to have a broad understanding of project management in Health Informatics so that they are adequately prepared to discuss, to participate in project teams, and to perform specific project management tasks that arise in health care organizations (HCOs). Learning Objectives: Upon successful completion of this course, students will be able to: Knowledge & Understanding Describe the project life cycle and triple constraint of project management. Explain the key components of each project management knowledge area. Subject Specific Explain best practices for each project management knowledge area. Apply appropriate project management processes to cases. Utilize MS Project software appropriately to manage a case. Cognitive/Intellectual Critically assess research and grey-informatics literature. Transferable Skills Create and present (written and orally) components of a project management plan. Apply professional ethics and codes of conduct to project management in healthcare settings. Demonstrate effective participation in teams. 25

26 HINF 330 Legal Issues in Health Informatics This course is designed to introduce students to fundamental principles of health and information risk management ethics and law in Canada, with special emphasis on legal issues related to health information and privacy. The course will cover such topics as: Canadian privacy legislation; governance and information risk management; principles of consent and negligence law; special issues related to electronic health records, ethical and legal duties of health care professionals; governance of health research; genetics and new technologies; and privacy interests after death. The course will include discussion of court decisions, provincial and federal laws, codes of conduct and relevant policy document. Goals: The primary goal of this course is to provide students with and understanding of key concepts in Canadian health and privacy law, especially those relevant to health information. Emphasis will be on assisting students in: Identifying and analyzing ethical and legal issues. Understanding the concepts of governance as they apply to health information. Reading and understanding legal materials including court decisions and legislation. Identifying and analyzing circumstances and situations in health care and health information management from an ethical, legal and regulatory perspective. Understanding concepts of risk management in an ethical and legal context. Applying approaches to identifying, measuring and mitigating risk from a health information science perspective. Applying acquired knowledge to new issues and situations. Upon successful completion of this course, students will be able to: Identify and discuss legal issues. Explain and apply principles from key court decisions. Interpret, explain and apply relevant laws and policies regarding health care and health information assets. Explain, in particular, ethical and legal issues and principles related to the collection, protection, use, disclosure, retention, and destruction of health information and the privacy and security of information assets in various contexts. Explain the principles and control standards and processes related to the protection of information assets. 26

27 HINF 335 Health Information Standards This course is a study of health information standards being deployed and used in Canada and elsewhere. The standards to be examined are terminology and messaging standards that include SNOMED CT, ICD-10-CA/CCI, LOINC, nursing terminologies, HL7V2.x, HL7V3/CDA, HIE and IHE. The topics to be addressed include the nature of health information standards, their historical evolution and the lifecycles for standards from initial development, distribution to maintenance. Prerequisites: HINF 130 and HINF 280 Goals: This course is intended to help students learn about the types of health information standards available; how health information standards are developed, used and maintained; and key issues associated with their deployment and use in healthcare organizations. Upon successful completion of this course, students will be able to: Describe the types of terminology and messaging standards used in health care. Apply such terminologies as SNOMED CT and ICD-10-CA/CCI to encode patient records. Apply messaging standards such as HL7 to encode patient records for data exchange. Describe the strategy, process and issues in implementing health information standards. Describe the socio-organizational implications of health information standards. 27

28 HINF 345 Networks, Interoperability and Systems Security The process of electronic data communications has become a critical part of the effective and efficient management of information in many human activities including the delivery of modern healthcare. This course combines a presentation of the basic computer communication protocol stack through lectures and laboratory exercises including healthcare management prospective of modern communication technology, issues of interoperability and system security through classroom lectures and a student case study. Prerequisites: HINF 201 Goals: To discuss the principles of telecommunication and network design based on OSI model in wired and wireless environments. To learn the risks of data inconsistency among different parts of a healthcare organization. To compare different methods of interoperability and synchronizing the data in a healthcare setting. To compare the different methods for information encryption. To understand the methods used for authentication and authorization of users in a healthcare setting and auditing the security of the computer network in a healthcare organization. To learn the best-practice security principles in healthcare considering the nationally approved framework. Upon successful completion of this course, students will be able to: Describe commonly used communication models and protocols. Discuss the commonly used communication devices and techniques. Efficiently utilize the principles of communication system design. Describe the common network configurations, their behaviour and basic troubleshooting of connectivity problems. Explain the emerging role of telecommunication in healthcare. Create communication models for interoperability between systems in healthcare. Evaluate and enhance security settings in telecommunication systems in healthcare. 28

29 HINF 345 LAB Networks, Interoperability and Systems Security This laboratory experience complements the material covered in HINF 345 through a number of hands-on activities relating to networks, interoperability, and systems security. Topics to be covered include: Data Communications. Network Layers. Local Area Networks. Wireless Local Area Networks. The Internet. Network Monitoring. Network Security. Network Interoperability and Data Sharing. Goals: Upon successful completion of this course, students will be able to: Use a common programming tool such as Excel VBA to build models that support the learning of some of the basic concepts taught in the lectures of the course. Develop simple models that support the understanding of terminology and knowledge relating to data communications and computer networking. Analyze basic issues and requirements that arise in business data communications and computer networking. Propose solutions to problems that arise in business data communications and computer networking. Understand the particular issues and implications that pertain to data communication and computer networking in health care. 29