ONC Update David S. Muntz, CHCIO, FCHIME, FHIMSS Principal Deputy, Office of National Coordinator Biomedical Informatics and Health IT Workforce: Pipeline and 40+ Sustainability April 3, 2012

Health IT Workforce Program HITECH Act made available $118 million for development of health IT professionals ONC’s Four Integrated programs: Community College Consortia to Educate Health IT professionals Curriculum Development Centers Competency Examination for Individuals Completing Non-degree Training Program of Assistance for University-Based Training Four integrated programs were funded to train an Health IT workforce program.

Community College Consortia (CCC) Region A Region C Region E Region B Five consortia were funded to train an HIT workforce. The regions were created based on the population of the region. Region D 5 regions $6 – $ 21 M per region April 2010 award 2 Years 10,500 to be trained Texas Participants Dallas County Community College Houston Community College Midland College

Workforce Roles (CCC) Targeted Health IT Professional Roles Mobile workforce supporting adoption process Practice workflow and information management redesign specialists Clinician/practitioner consultants Implementation support specialist Implementation managers Onsite support personnel (post-adoption) Technical/software support staff Trainers Training must be completed in six months using the nationally developed curriculum. Pre-assessment to enroll students with an educational and or work experience in health care or information technology; non-degree; certificates awarded. All six roles to be offered by each consortium.

Community College Consortia Students Enrolled and Students Completed (Cumulative) 24,610 9,813

Health IT Workforce Program Four Integrated programs: Community College Consortia to Educate Health IT professionals Curriculum Development Centers Competency Examination for Individuals Completing Non-degree Training Program of Assistance for University-Based Training

Curriculum Development Centers - Program Goals To make available high quality educational materials reflecting best practice in a rapidly changing field To enable community college programs to ramp up quickly To make curriculum publicly available The curriculum development centers were funded to develop quality curriculum that would allow the colleges to ramp up quickly.

Global Adoption Of ONC HIT Curriculum Used in 60 countries across 6 continents http://healthit.hhs.gov/curriculumdevelopment Version 2.0 of curriculum materials as of 1/31/12 Number of user accounts 4,500+ 1,000-3,999 100-999 <100 7

Curriculum Development Centers Cooperative Agreements Awarded to 5 universities working with community colleges: Oregon Health and Sciences University* Duke University Johns Hopkins University University of Alabama at Birmingham Columbia University 1,2, 3, & 5 are also UBT awardees *Host to National Training and Dissemination Center

Curriculum Development Program Information Collectively address 20 content areas The volume of materials is large 7 GB of information More than 12,000 files across 213 units

Curriculum Material – Version 3 Released in March 2012 The third version of the curriculum materials is now available to the public on the NTDC website at http://www.onc-ntdc.org or http://www.onc-ntdc.info . New and improved content, especially on privacy and security, meaningful use Better integration of content across components More robust accessibility features Standardized document formats and naming Search and index tools added to the site

Health IT Workforce Program Four Integrated programs: Community College Consortia to Educate Health IT professionals Curriculum Development Centers Competency Examination for Individuals Completing Non-degree Training Program of Assistance for University-Based Training

Competency Examination Program NOT A CERTIFICATION PROGRAM Competency exams for the six roles that Community College and Curriculum Development Centers are addressing Tests for Individuals Completing Non-Degree Training Cooperative Agreement Awarded to Northern Virginia Community College 7,000 vouchers available The competency exam is now in the field and available for students and Health IT professionals to take the exam and validate their knowledge and skills.

Health IT Workforce Program Four Integrated programs: Community College Consortia to Educate Health IT professionals Curriculum Development Centers Competency Examination for Individuals Completing Non-degree Training Program of Assistance for University-Based Training (UBT) The HITECH Act provided funding to de

University-Based Training (UBT) HIT Workforce training grant program: April 2010 - July 2013 9 Leading Institutions Texas State University* University of Texas at Austin University of Texas School of Biomedical Informatics in Houston George Washington University University of Minnesota* University of Minnesota Crookston College of St. Scholastica Columbia University* Cornell University Johns Hopkins University Oregon Health & Sciences University University of Colorado Denver, School of Nursing Duke University* University of North Carolina Indiana University * Formed a consortium

Workforce Roles - UBT Clinician or Public Health Leader Health Information Management & Exchange Specialist Health Information Privacy & Security Specialist Research & Development Scientist Programmers & Software Engineer HIT Sub-specialist More detailed descriptions in FOA ---will also have to refine based on student/ employeer feedback Emphasis on “new” HIT workforce---this grant isn’t to train up the current HIT workforce but to bring “new blood” into HIT. Of course all these institutions have opened their programs up to current HIT workers or those that don’t qualify for the federal support.

University-Based Training Student Profile & Availability Trainees are highly educated & mid-career clinical, public health, technology professional that have elected to move into field of HIT Training is at post-baccalaureate certificate to Master’s level over 1-2 years Many graduates available for hire now—contact universities directly Many students available for practicum and mentorship experiences http://healthit.hhs.gov/universitytraining

Thank you! David.Muntz@HHS.gov

Appendix - National Health Service Corp

NHSC Scholar Orientation and Placement Conference, July 19-21, 2012 in Grapevine, TX

Appendix - Community College Consortium

The Texas sites which are part of Region D are highlighted in purple.

The Five Regional Consortia Leads Region A: 8 Member Colleges Bellevue College Region B: 15 Member Colleges Los Rios Community College Region C: 17 Member Colleges Cuyahoga Community College Region D: 20 Member Colleges Pitt Community College Region E: 22 Member Colleges Tidewater Community College 82 member colleges were funded across the country. 75 out of the 82 colleges provide distance learning providing training access to all the regions.

Workforce Training Enrollment and Graduation Students Enrolled or Completed: 18,081 Attrition Rate: 19.4% * Enrollment to date includes unique students reported in February 2012 cycle

Appendix - Curriculum Development

Curriculum Components The overall program has produced materials supporting instruction in 20 content areas: Introduction to Health Care and Public Health in the U.S. The Culture of Health Care Terminology in Health Care and Public Health Settings Introduction to Information and Computer Science History of Health Information Technology in the U.S. Health Management Information Systems Working with Health IT Systems* Installation and Maintenance of Health IT Systems* Networking and Health Information Exchange Fundamentals of Health Workflow Process Analysis & Redesign Configuring EHRs* Quality Improvement Public Health IT Special Topics Course on Vendor-Specific Systems Usability and Human Factors Professionalism/Customer Service in the Health Environment Working in Teams Planning, Management and Leadership for Health IT Introduction to Project Management Training and Instructional Design *lab component

Curriculum Component Terminology I. Curriculum, meaning a group of courses at an institution A. Course, meaning a group of related instructional class sessions over a period of time 1. Curriculum Component, meaning the blueprint and teaching materials covering a specific health IT content area that are used to develop a course a. Unit of a component, meaning a lesson or set of lessons on a topic (1) Element of a unit, such as a lecture or activity

Content of the Components Each lecture is accompanied by the PowerPoint slide presentation, a slide handout, an mp3 audio file, and a transcript of the audio. Flash presentations are also available. Also available are learning activities, discussion questions, and self-assessment questions. All discussion and self-assessment keys include expected/suggested outcomes and reference unit objectives from the blueprint and the appropriate lecture or other materials.

How the Curriculum Components are Used Blueprints have been written for each component to outline component objectives, unit topics and objectives, some detail on the unit lessons and elements A matrix of curriculum components and workforce roles has been created as a guideline for using components to train for particular workforce roles, nicknamed the “set table.” The matrix illustrates the core set of components for each role for two types of student backgrounds, healthcare and IT. Curriculum components should be viewed as a resource that can be modified, as an “educational buffet.” Components do not need to be used in their entirety; rather, colleges may choose the components and units that best fit their needs.

Curriculum Intellectual Property Issues Per original funding announcement, universities own intellectual property for their components. For public rollout, adopting a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This means all users can use, share, and adapt but must: Attribute originator of work Use only for non-commercial purposes Share any changes made under same license

Curriculum Development National Training and Dissemination Center One of the awardees, Oregon Health & Science University (OHSU), also serves as the National Training and Dissemination Center for the materials. OHSU: Organized and hosted an in-person training event for community college faculty during the first year of the project. Established a secure website from which all materials may be downloaded. Manages the download process and offers help as needed. Supports the Vista for Education software used for the three lab components.

Appendix - University Based Training

Texas State University received a grant of $5,421,205.

UBT Trainees By Role (as of 3/20/12) Note: Distribution by role was not predetermined by ONC and is reflective of trainee interests/desires.

University-Based Training

University-Based Training as of 3/20/12: 571 graduates (34%)

Trained Workforce to Serve Priority Areas Primary care Solo and small group practices Community & rural health centers Public & critical access hospitals Other settings predominately serving uninsured, underinsured or medically underserved patients Continued form last slide 38

Evaluation: Workforce Program Surveys Community College Student Cohort Survey University-Based Training Student Cohort Survey Community College Faculty Survey Site Visits Community Colleges Universities Focus Groups Community College and UBT Students Community College and UBT Faculty Competency-exam takers Fall 2011-Fall2012 Data Collection Efforts KEY RESEARCH QUESTIONS What processes did the grantees use to implement the programs and meet program goals? To what extent did the grantees meet their respective Workforce Program requirements? To what extent did the students enrolled in funded community colleges and universities gain employment in health IT? Implementation Processes (HOW) How did grantees recruit and select students? What career placement activities did schools offer? Were lessons delivered online, in person, or using hybrid approach? What were the interactions between the various Program components? Meeting Grantee Requirements (WHAT) Numbers of program enrollees/graduates Did the curriculum materials cover all of the necessary or required topics? How many individuals participated in the competency exam? GETTING BENEATH THE WHAT… What characteristics of the schools are correlated with greater success in enrolling and graduating students? Employment What is the employment status of graduates? What are employers’ (and graduates’) perspectives and impressions of the Workforce Program? 9/20/2018 39