1. 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

2. 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.

3. 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

4. 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.

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

6. 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

7. 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.

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

9. 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

10. 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

11. 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 or .
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

12. 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

13. 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.

14. 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

15. University-Based Training (UBT)
HIT Workforce training grant program: April 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

16. 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.

17. 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

18. Thank you!

19. Appendix - National Health Service Corp

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

22. Appendix - Community College Consortium

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

25. 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.

26. 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

27. Appendix - Curriculum Development

28. 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

29. 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

30. 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.

31. 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.

32. 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

33. 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.

34. Appendix - University Based Training

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

36. 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.

37. University-Based Training

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

39. 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

40. 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?
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