An EEO/Affirmative Action Institution
ISM 680: Healthcare Information Technology Management, Fall 2013
Online / Asynchronous Delivery
Instructor: Robert Smith, Training Director for Cone Health
Office: 706 Green Valley Road, Suite 400, Greensboro
Telephone: 336.832.8405 (Office); 334.202.7795 (Cell); 336.298.7223 (Home)
Email Address: robert.smith@conehealth.com
Office Hours: By appointment; schedule via email.
Course Websites:
1. Blackboard https://blackboard.uncg.edu
2. WordPress https://baecourses.uncg.edu/ism680/
(You can also access WordPress site from the Blackboard’s menu (Course Reading Materials)
Changes to this Syllabus: The instructor reserves the right to amend this document during the
course of the term, as necessary.
ASSIGNMENT ONLINE SUBMISSION SCHEDULE
Please note: Late assignments will be penalized/dropped one letter grade. Assignment schedule is
subject to change. Any changes will be posted on Blackboard.
• Assignment 1: September 6 @ 11:59 PM
• Assignment 2: September 27 @ 11:59 PM
• Assignment 3: October 11 @ 11:59 PM
• Assignment 4: November 1 @ 11:59 PM
• Assignment 5: November 26 @ 11:59 PM
• No assignments will be accepted after December 2 @ 8:00 PM
COURSE DESCRIPTION
Information technology and information systems are increasingly important to the management of
health care organizations. This course is designed to introduce the health administration student to
the rapidly evolving discipline of health informatics in the complex and diverse world of healthcare.
The course will review the history, current applications, and the potential future of information,
information management and information technology.
Course Goals:
The primary purpose of this course is to provide a comprehensive survey of health information
systems and the issues surrounding their management. Because this is a survey course, we will cover
many topics, but there will not be sufficient time to cover them all in depth. Students have the
opportunity to explore an area of interest in more detail through the assigned term paper.
The second major purpose of this course is to examine the relationship between information systems
and performance. This is a much more troublesome proposition. My goal is to have a dialog with you
about the issues surrounding the use of information systems in the support of organizational
performance, and to help us arrive at a basic understanding of the realistic role that information
systems can play in today’s health care organizations. Realistic expectations are critical to making
the most effective use of information technology.
Upon completion of this course, the student will be able to:
1. Describe the health record in terms of its purpose, ownership, uses, and value in the healthcare
environment (Knowledge).
2. Differentiate between primary and secondary records (Comprehension).
3. Identify and demonstrate how data and information is maintained in the healthcare industry
(Knowledge).
4. Identify and perform operational functions of a health information department (Application).
5. Describe the purpose, organization, and regulatory requirements of indices and registries
maintained by healthcare facilities (Comprehension).
6. Assess the roles and responsibilities of various health information professional in data collection,
storage, retrieval, and maintaining of data integrity (Analysis).
7. Demonstrate the principles of medical ethics as a practitioner in professional relationships and in
the professional organization (Comprehension).
8. Perform an evaluation of data quality and link the data to organizational goals (Synthesis).
9. Identify the major minimum healthcare data sets, their scope, and special features (Application).
10. Identify and apply accreditation and licensing standards in maintaining patient and healthcare
data (Application).
11. Describe the general principles of forms and views design (Knowledge).
12. Perform an Interface Productivity Evaluation (Evaluation)
a) Gathering detailed insight from on-site observations of clinical staff using the applications
(Application).
b) Collecting user performance metrics on the HIT user interfaces (Application).
c) Identifying how well the applications support clinical activities and clinical productivity
(Synthesis).
d) Evaluating the user interface on best practices in interface design (Evaluation).
ASSESSMENT OF LEARNING
Student learning is assessed in a variety of ways, including the following:
Written material and assignments
• clarity
• presentation
• completeness
Verbal and written communication
• face-to-face discussion
• telephone discussion
• virtual interaction (including e-mail correspondence)
COURSE MATERIALS: REQUIRED COURSE TEXTS
Most of the course materials can be downloaded from Blackboard and are marked with an asterisk
below. The one exception is a textbook, which must be purchased or rented:
Health Informatics: Practical Guide for Healthcare and Informational Technology Professionals,
fifth edition, Robert E. Hoyt, Editor. ISBN 978-1-105-43755-7.
Unit 1: Overview of Health Information Technology (HIT)
Overview of Health Informatics (HI Chapter 1)
Electronic Health Records (HI Chapter 3)
Practice Management Systems (HI Chapter 4)
Architectures of Information Systems (HI Chapter 7)
White Paper: Defining Key Health Information Technology Terms*
NIH/NCRR Electronic Health Records Overview White Paper (2006)*
White Paper: CCHIT Interoperability White Paper 2009-04-05*
AHIMA Briefs: *
• HIM and Health IT: Discovering Common Ground in an Electronic Healthcare Environment
• Enterprise Content and Record Management for Healthcare
• HIM Principles in Health Information Exchange
• The RFP Process for EHR Systems
• Health Data Access, Use, and Control
• Surveying the RHIO Landscape
• EHR Career Opportunities: Sample HIM Job Descriptions
• A Checklist for Assessing HIM Department Readiness and Planning for the EHR
• HIM Practice Transformation, the EHR's Impact on HIM Functions, and Imagining HIM's
Future
Unit 2: Online Medical Resources, Search Engines, and Mobile Technology
Health Information Exchanges (HI Chapter 5)
Consumer Health Informatics (HI Chapter 11)
Online Medical Resources (HI Chapter 13)
Search Engines (HI Chapter 14)
Mobile Technology (HI Chapter 12)
AHIMA Briefs: *
• PHRs and Physician Practices
• Guidelines for Developing a Data Dictionary
• Data Standard Time: Data Content Standardization and the HIM Role
• The Role of the Personal Health Record in the EHR
• Delving into Computer-assisted Coding
• Implementing E-Signatures
• E-mail as a Provider-Patient Electronic Communication Medium and Its Impact on the
Electronic Health Record
• Speech Recognition in the Electronic Health Record
Unit 3: Evidence Based Medicine, Quality Improvement Strategies, Registries, Patient Safety
and Technology and Pay for Performance
Data Standards (HI Chapter 6)
Evidence Based Medicine (HI Chapter 15)
Quality Improvement Strategies (HI Chapter 17)
Disease Management and Disease Registries (HI Chapter 16)
Patient Safety and Health Information Technology (HI Chapter 18)
AHIMA Briefs: *
• Quality Data and Documentation for EHRs in Physician Practice
• Collecting Root Cause to Improve Coding Quality Measurement
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•
•
•
•
•
•
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Best Practices for Problem Lists in an EHR
Data Content for EHR Documentation
Assessing and Improving EHR Data Quality
The Strategic Importance of Electronic Health Records Management
Core Data Sets
The Complete Medical Record in a Hybrid EHR Environment
Electronic Document Management as a Component of the Electronic Health Record
Core Data Sets for the Physician Practice Electronic Health Record
Unit 4: Legal Issues in HIT
Health Information Privacy (HI Chapter 8)
Health Information Security (HI Chapter 9)
Health Information Ethics (HI Chapter 10)
HHS (OCR) Privacy Brief - Summary of the HIPAA Privacy Rule*
HHS (OCR) Privacy Brief - Medical Identity Theft*
AHIMA Briefs: *
• Using the SSN as a Patient Identifier
• Ensuring Security of High-Risk Information in EHRs
• Mitigating Medical Identity Theft
• Defining and Disclosing the Designated Record Set and the Legal Health Record
• Litigation Response Planning and Policies for E-Discovery
• Developing a Legal Health Record Policy
• Guidelines for EHR Documentation to Prevent Fraud
• E-Discovery and HIM: How Amendments to the Federal Rules of Civil Procedure Will
Affect HIM Professionals
• The New Electronic Discovery Civil Rule
• Update: Maintaining a Legally Sound Health Record—Paper and Electronic
• Update: Guidelines for Defining the Legal Health Record for Disclosure Purposes
• The Legal Process and Electronic Health Records
COURSE REQUIREMENTS AND GRADING
All assignments must be posted through Blackboard.
Assignment #1 – Interoperability Essay Exam 1
Turn in a three-page essay that identifies and discusses interoperability in a health information
environment (i.e. at the individual, organization, inter-organization and system levels). You should
also discuss how concepts from the readings have been applied or not applied in organizations where
you have worked or interviewed. Additionally, you should use at least ½ page of your essay to
identify key points from the readings you think will be valuable to you in the years to come.
Assignment #2 – Informatics Essay Exam 2
Turn in a three-page essay that discusses how patient informatics transforms the provision of care
(i.e., specifically, how are patient informatics used by people in organizations to increase revenue,
decrease costs, improve quality, increase patient safety and/or decrease operational risk). You should
also discuss how concepts from the readings have been applied or not applied in organizations where
you have worked or interviewed. Additionally, you should use at least ½ page of your essay to
identify key points from the readings you think will be valuable to you in the years to come.
Assignment #3 – Online Medical Resources Essay Exam 3
Turn in a three-page essay that discusses how access to online medical resources has transformed the
business of medicine (i.e., specifically, how has access to online medical information by patients,
doctors, nurses and administrators led to changes in revenue, costs, quality, patient safety and/or
operational risk). You should also discuss how concepts from the readings have been applied or not
applied in organizations where you have worked or interviewed. Additionally, you should use at least
½ page of your essay to identify key points from the readings you think will be valuable to you in the
years to come.
Assignment #4 – Evidence Based Healthcare Essay Exam 4
Turn in a three-page essay that identifies and discusses the concept of evidence based healthcare.
While much has been discussed about evidence-based medicine, there is a broader question of using
evidence in decision making in the healthcare system. Discuss how evidence is used in all aspects of
healthcare (i.e., evidence based medicine and evidence based management). You should also discuss
how concepts from the readings have been applied or not applied in organizations where you have
worked or interviewed. Additionally, you should use at least ½ page of your essay to identify key
points from the readings you think will be valuable to you in the years to come.
Assignment #5 – Legal Issues Essay Exam 5
Turn in a three-page essay that discusses Medical Identity Theft. The paper should include how
HIPAA affects these concerns and discusses, from an organizational risk perspective, how Medical
Identity issues impact business process. You should also discuss how concepts from the readings
have been applied or not applied in organizations where you have worked or interviewed.
Additionally, you should use at least ½ page of your essay to identify key points from the readings
you think will be valuable to you in the years to come.
ASSIGNMENT GRADING RUBRIC
Grading of course material occurs using the following rubric (Qualitative Assessments):
An assignment in which detailed information is obtained about complex issues, sensitive topics or
life experiences are generally posed in qualitative format. The answer provides a deeper
understanding than can be assessed through a simple objective assessment. The most common form
of this assessment will be a paper or essay exam. Qualitative submissions are graded according to the
following rubric:
100% (A) - Content is insightful. It addresses the assignment in a way that indicates comprehension
and control over the assignment as well as an understanding of the underlying issues. Major concepts
as present in the literature are addressed. Message is communicated clearly, concisely, and directly
with occasional faculty assistance. There is a confidence in the presented evidence. Meets deadline.
THIS IS A PASSING GRADE FOR GRADUATE STUDY.
80% (B) - Content meets and, at times, exceeds the basic requirement of the assignment. It addresses
the assignment in a way that indicates comprehension of the assignment and a basic understanding of
the underlying issues. Some of the major concepts present in the literature are missing. Message, for
the most part, is communicated clearly, concisely, and directly. Frequent faculty assistance required.
There is confidence in the presented evidence. Meets deadline. THIS IS A PASSING MARK FOR
GRADUATE STUDY.
60% (F) - Content offers little insight into the greater issues of the assignment, meeting only the very
basic requirements. Major concepts in the literature are missing. Message, for the most part, is
communicated clearly, concisely, and directly. Constant/continued faculty assistance required. There
is doubt about the presented evidence. Fails to meet final deadline by greater than 72 hours. THIS IS
A FAILING MARK FOR GRADUATE STUDY.
40% (F) - Content offers no insight into the greater issues of the assignment, only partially meeting
the very basic requirements. Major concepts in the literature are missing. Additional revision
required to clearly communicate the message. Constant/continued faculty assistance required.
Student fails to initiate or maintain contact with faculty. There is doubt about the presented evidence.
Fails to meet final deadline by greater than one week. THIS IS A FAILING MARK FOR
GRADUATE STUDY.
Less than 40% (F) - Content offers no insight into the greater issues of the assignment. Basic
requirements are not met. Major concepts in the literature are missing. The message is not
communicated clearly, concisely, or directly. Constant/continued faculty assistance required. Student
fails to initiate or maintain contact with faculty. There is doubt about the presented evidence. Fails to
meet final deadline by greater than one week. THIS IS A FAILING MARK FOR GRADUATE
STUDY.
General Guidelines for Written Work:
All written work prepared outside of class should include a cover page with your name, course
number, assignment number, and submission date. Where page lengths are noted for particular
assignments, the page lengths assume Times New Roman 12, 8½ by 11 paper size, double spaced
type, and one-inch margins on all sides. Please include a cover sheet for all work, which includes
your name, date and time submitted, along with the course number.
Written work will be graded for both content and quality. That is, grammar, punctuation, spelling,
coherence, style, and organization will be considered. A concise style is essential. Corporate
executives repeatedly emphasize the need for business schools to do a better job of preparing MBAs
to write in an organizational context. The standards applied to writing quality will approximate those
applied to major corporate documents that have been prepared for broad distribution among senior
executives.
COURSE POLICIES
Emergency Situations
Exceptions to the syllabus are on a case-by-case basis and must be authorized by me. The program
operates under the following axiom: The Faculty accepts reasons, but not excuses. A reason is
something you inform the professor about before the deadline and an excuse is something you
address after. There are moments where such notice cannot be offered. In these cases, the students
shall inform the professor with all possible dispatch. In these cases, the professor shall have the
ability to arbitrate these issues. There will be no makeup work for any other reason.
Religious Holy Days
A student who intends to observe a religious holy day should make that intention known to the
instructor prior to the absence. A student who is absent from classes for the observance of a religious
holy day shall be allowed to take an examination or complete an assignment scheduled for that day
within a reasonable time after the absence. In such cases, it is the student’s responsibility to make
alternate arrangements no less than one week prior to the actual date of the religious holy day.
Students With Special Needs
Any student who, because of a disability, may require special arrangements in order to meet the
course requirements should contact the instructor as soon as possible to make any necessary
arrangements. Students should present appropriate verification from Student Disability Services
during the instructor’s office hours. Please note instructors are not allowed to provide classroom
accommodations to a student until appropriate verification from Student Disability Services has been
provided.
Academic Integrity Policy
The integrity and reputation of UNC Greensboro depend on the honesty of the entire academic
community in all of its endeavors. This implies that the Institutions’ faculty, students, administration
and staff are willing to adhere to and uphold the code of academic conduct.
Students are expected to represent themselves honesty in all work submitted for academic purposes.
When a student puts his or her name on any material submitted as an academic assignment, he or she
vouches that both the content of the assignment and the process through which the assignment was
produced conform to the standards of the code of academic conduct. This principle applies to all
forms of academic assignments including, but not limited to, papers, tests, homework assignments,
artistic productions, laboratory reports, presentations, and computer programs.
Any action that indicates a lack of academic honesty and integrity shall be considered a violation of
the code of academic conduct. Examples of violations include:
• Cheating: Unauthorized giving, receiving, or use of material or information in academic
assignments, or the attempt to do so.
• Plagiarism: Use of ideas, data or specific passages of another person’s work that is
unacknowledged or falsely acknowledged. Any paraphrasing or quotation must be
appropriately acknowledged.
• Falsification of Research: Fraudulent or deceptive generation of data or the knowing use of
data gathered in such a manner.
• Unauthorized Collaboration: Unauthorized collaboration in the performance of course
assignments.
• Multiple Submissions: Presentation of the same assignment for credit in two distinct courses
without prior approval.
• Misrepresentation: Performance of an academic assignment on behalf of another student.
• Falsification of Academic Records: Forging the signature of either an instructor or advisor
on registration, course waiver, capstone, or change of grade forms.
• False Testimony: Knowingly presenting false accusations or false testimony before the
honor board or its representatives.
• Improper Disclosure: Failure of an Honor Board member to maintain the strict
confidentiality of honor board proceedings
For details about academic integrity, please read through your student handbook, speak with your
faculty advisor or the course instructor.