Implementing Health Informatics Initiatives (No. Credit Hours: 3 )

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1 HPM 620, Section 001 Implementing Health Informatics Initiatives (No. Credit Hours: 3 ) Department of Health Policy and Management Gillings School of Global Public Health Syllabus McGavran-Greenberg 2301 Thursdays 12:30-3:15pm Instructor: Chris Shea TA: Jordan Albritton Office: 1104F McGavran-Greenberg Location: McGavran-Greenberg Suite chris_shea@unc.edu Jordan.albritton@unc.edu Phone: Phone: Office hours: Thursday 3:15-4:00pm and by appointment Office Hours: TBA Course Overview This course focuses on implementing informatics programs and projects in health organizations. Generally speaking, health informatics initiatives aim to promote effective information use for the purpose of improving the quality and/or efficiency of health services. These initiatives may focus on improving the health of individuals, communities, or populations. Therefore, these initiatives have implications for various stakeholder groups, including consumers/patients, practitioners, administrators, and policy makers. The goals of this course are to (1) provide an overview of consumer, clinical, and public health informatics initiatives; (2) enable students to learn about potential benefits of informatics initiatives as well as implementation challenges; and (3) provide frameworks and tools students can use to facilitate effective implementation and use of information resources within their current and/or future organizations. The course will draw upon literature primarily from the fields of informatics and implementation science. The overall approach will be to apply theories and frameworks to implementation of informatics initiatives within specific settings. Thus, students will learn not only about various informatics initiatives but also the opportunities and challenges of those initiatives for different types of organizations and environments (e.g., resource-constrained). Doing so requires an understanding of several factors, such as available resources, information needs, and workflows as well as the needs and priorities of those whom the organization serves (e.g., patients, communities). HPM Chris Shea, PhD

2 Learning Objectives and HPM Competencies Course Learning Objective 1. Identify key stakeholders (e.g., administrators, clinicians, consumers) of a given informatics initiative and describe the implications for each stakeholder group. 2. Identify potential implementation challenges for health informatics initiatives given the purpose of the initiative and the setting in which it is being implemented. 3. Diagram work processes to support development and implementation of new information resources. HPM Competencies Analytical Thinking Organizational Awareness Process Management & Organizational Design 4. Design approaches to promote effective implementation of a specific informatics initiative within a particular organizational setting. 5. Summarize the informatics environment and implementation challenges of a type of health organization. 6. Produce a deliverable that addresses a conceptual/theoretical issue related to informatics and implementation or that addresses a specific information gap for an organization or stakeholder group. Change Management Team Dynamics Initiative Innovative Thinking Resources: (e.g., website, text, articles, web sources, other resources, etc.) The required textbook for the course is: Hoyt, R.E.; Yoshihashi, A. (eds.). Health Informatics: Practical Guide for Healthcare and Professionals (6 th ed.). Lulu.com: The course Sakai site enables you to access additional course readings (under Resources ) and submit assignments. Please be sure that you have access to the site and that your address is correct. HPM Chris Shea, PhD

3 Requirements and Expectations: (e.g., discussion forums, class participation, cell phones and laptops, etc.) Students are expected to complete required readings prior to class. Each class session will include some combination of lecture, guest speaker, small group activities, and large group discussions. Students are expected to actively listen when others are speaking and to participate in discussions. Ultimately, the success of this course depends on the efforts of everyone involved students, instructor, and teaching assistant. Diligently preparing for class sessions, actively engaging with course material, and effectively communicating with each other are ways in which we can each enhance the value of the course. Evaluation / Grading: (e.g., grade components, grading scale, exams, evaluation criteria, etc. ) Readings and Readiness Assurance Tests here will be a required readiness assurance test (RAT) for some class sessions (12 total). RATs are brief assessments of students understanding of important concepts and issues covered in the readings. Each RAT will be accessible through Sakai and must be completed by noon on the day it is due. Students may refer to any printed or online resource they wish (including the required readings) while completing the RAT. However, students may not confer with each other or anyone else about the RAT questions and answers. Guest Speaker Reflections Students will submit a very brief (approximately ½ single-spaced page) reflection for 8 of the guest speakers of their choosing. No more than 8 reflections may be submitted by each student. These reflections are not just busy work. Thinking about the content of the presentation after its conclusion will increase the value of the presentation in the learning process. Students may take notes of key points and ideas that emerge during the presentation to assist with writing the reflections. However, students should not use laptops/tablets/phones for other purposes during the presentation. Do not miss the opportunity to ask questions! The reflections must be structured according to the following headings: Key Points: Lessons learned (e.g., about how to engage stakeholders, how to measure project success, etc.) and/or facts (e.g., key statistics, details about a federal policy or initiative, etc.). This section should include 2 or 3 lessons/facts and may be formatted as a list. Relevance: A succinct summary of how the content covered in the presentation relates to your interests and/or other content covered in the course. HPM Chris Shea, PhD

4 Guest speaker reflections must be submitted via Sakai no later than noon on the Monday following the presentation (i.e., reflections for a speaker on Thursday, January 15 th are due by noon on Monday, January 19 th ). Use the Discussion and Private Messages feature in Sakai to send the reflection paper to the teaching assistant. Please name your file like this: last name, first initial - reflection - date of guest speaker.docx Reflections are graded on a three-point scale: 2 = A reflection that includes both sections (identified above), includes thoughtful responses, and is carefully written (i.e., clear, free of punctuation mistakes) 1 = A reflection that is either incomplete OR includes both sections but has been written without insight or attention to the quality of writing 0 = No reflection submitted Organizational Informatics Analysis Presentation Each student will participate in a small group that will present an organizational informatics analysis for a specific type of organization. The content will be generalized to the type of organization (e.g., local health department, small independent primary care practice), not specific to a particular organization (e.g., Orange County Health Department). The goal is to provide an overview of how the organization type generally is structured and resourced, external factors it must adapt to, relevant informatics initiatives/priorities, and likely implementation issues for its informatics priorities. There is not a required format for your presentation, but below are some topics to consider when developing the presentation: 1. General overview of common internal characteristics (e.g., mission, organizational structure, staffing models) 2. General overview of common external environmental factors (e.g., federal/state policy, accreditation/certification requirements, competitors) 3. Informatics opportunities/priorities (e.g., internal information needs, state/national Informatics initiatives, stakeholder priorities) 4. Implementation issues for the identified informatics priorities (e.g., technological, human resources, financial, coordination with other entities). 5. Best practices and/or examples of successful implementations of informatics initiatives in such organizations Teams should prepare a minute presentation using approximately PowerPoint slides. There will be additional time for questions. Teams should include at the end of the presentation a slide that lists references used to develop the presentation. The PowerPoint file should be ed to the teaching assistant and instructor no later than noon on the day of the presentation. HPM Chris Shea, PhD

5 We will generate a list of organizational types, and each student will rank his/her preferences for organizational types. The teaching assistant and instructor then will assign individuals to teams and make these assignments available to Sakai along with the scheduled dates for each presentation. Independent Paper/Project Each student will complete a project related to implementation of informatics initiatives. Below are different types of projects that students can complete to satisfy this requirement: Literature Review A paper designed to answer a specific question by synthesizing the available literature. Conceptual Paper A paper informed by relevant literature that advances thinking about a particular issue, problem, framework, or theory. For example, such a paper may apply an existing theory/framework to a particular problem. Or it may adapt a framework/theory for a new purpose. Hands-on Project A deliverable(s) for an organization that addresses an informatics-related problem as well as a brief report (2 pages single-spaced) describing how the project relates to content covered in HPM 620. In some cases, students may work in teams on the deliverable(s) for the organization, but the brief report must be completed individually. If you have a project idea that does not fit into one of these categories, please discuss the idea with me as soon as possible. I am very open to ideas that require comparable effort and will enhance your learning experience. Regardless of the type of project selected, students will submit two graded assignments: a project proposal and final paper/deliverables. Project Proposal The proposal should be a brief (1 single-spaced page maximum), polished document that summarizes the project plan and reflects feedback from the course instructor and classmates. Below is a suggested outline of topics to cover: 1. Background on the topic a. What is the issue/phenomenon of interest? b. Why is it important? 2. Specific problem to be addressed a. What is the problem at hand? b. What are the implications of the problem? 3. Approach a. What type of project will you complete (e.g., literature review, hands-on project)? HPM Chris Shea, PhD

6 b. What is the scope of the project (e.g., literature review question; what organization you are completing the hands-on project for, what problem you are helping it solve, what the final deliverable will be)? c. How will you gather needed information (e.g., databases and search terms for literature review, resources you will utilize to complete hands-on project)? NOTE: The proposal should not be in outline form. It should be a brief, polished proposal document. Final Project Paper/Deliverables Structure and Content: The structure and content of the final paper will depend on the type of project completed. All papers should be double-spaced. Literature reviews and conceptual papers should be a maximum of 2,000 words, plus tables, figures, and references. The hands-on project report should be a maximum of 2 double-spaced pages plus references and copies/illustrations of deliverables provided to the host organization. Final Exam The final exam will be cumulative and will be due by the end of the University-scheduled exam time for the course. Students may refer to any printed or online resource they wish (including the required readings) while completing the exam. However, students may not confer with each other or anyone else about the exam questions and answers. Grading Components % of Component Grade Readiness Assurance Tests 22% 2% each) Speaker Reflections 1% each) 8% Team Presentation 10% Project Proposal 10% Final Project 25% Final Exam 25% Your final grade will be computed as the weighted average of your scores on the course requirements. The following scale will be used to convert numeric scores into letter grades: Graduate Scale Undergraduate Scale H A P A- HPM Chris Shea, PhD

7 73-82 L B+ 72 or below F B B C C C D D D- Below 60 F Note: Although class participation is not included as a grading component, the instructor may use participation as a criterion for assigning letter grades to students whose participation was strong but whose numerical grades are on the border of two letter grade categories (e.g., 93.3). Guidelines on Use of Laptops and Other Electronics in Classroom: Please silence all phones and pagers in class, unless having them on is necessary for your clinical role. Laptops/tablets are encouraged for taking notes and looking up information pertinent to the topic being discussed. However, laptops/tablets should not be used for activities not related to the class (e.g., Facebook). Recognizing, Valuing, and Encouraging Diversity: The importance of diversity is recognized in the mission statement of HPM. In the classroom, diversity strengthens the products, enriches the learning, and broadens the perspectives of all in the class. Diversity requires an atmosphere of inclusion and tolerance, which oftentimes challenges our own closely-held ideas, as well as our personal comfort zones. The results, however, create a sense of community and promote excellence in the learning environment. This class will follow principles of inclusion, respect, tolerance, and acceptance that support the values of diversity. Diversity includes consideration of: (1) life experiences, including type, variety, uniqueness, duration, personal values, political viewpoints, and intensity; and (2) factors related to diversity of presence, including, among others, age, economic circumstances, ethnic identification, family educational attainment, disability, gender, geographic origin, maturity, race, religion, sexual orientation, social position, and veteran status. HPM Chris Shea, PhD

8 Disability Accommodation UNC-CH supports all reasonable accommodations, including resources and services, for students with disabilities, chronic medical conditions, a temporary disability, or a pregnancy complication resulting in difficulties with accessing learning opportunities. All accommodations are coordinated through the UNC Office of Accessibility Resources & Services (ARS), phone or accessibility@unc.edu. Students must document/register their need for accommodations with ARS before any accommodations can be implemented. UNC Honor Code: The principles of academic honesty, integrity, and responsible citizenship govern the performance of all academic work and student conduct at the University as they have during the long life of this institution. Your acceptance of enrollment in the University presupposes a commitment to the principles embodied in the Code of Student Conduct and a respect for this most significant Carolina tradition. Your reward is in the practice of these principles. Your participation in this course comes with the expectation that your work will be completed in full observance of the Honor Code. Academic dishonesty in any form is unacceptable, because any breach in academic integrity, however small, strikes destructively at the University's life and work. If you have any questions about your responsibility or the responsibility of faculty members under the Honor Code, please consult with someone in either the Office of the Student Attorney General ( ) or the Office of the Dean of Students ( ). Read The Instrument of Student Judicial Governance ( Course Evaluation: HPM participates in the UNC-CH s online course evaluation system, enabled at the end of the semester by Scantron Class Climate. Your responses will be anonymous, with feedback provided in the aggregate. Open-ended comments will be shared with instructors, but not identified with individual students. Your participation in course evaluation is an expectation, since providing constructive feedback is a professional obligation. Feedback is critical, moreover, to improving the quality of our courses, as well as for instructor assessment. Course Schedule The attached course schedule may be revised as needed to accommodate schedules of guest speakers and readings that would add value to the learning experience. HPM Chris Shea, PhD