EU-US eHealth Cooperation Initiative
Workforce Development
Panel Discussion
eHealth Forum 2014
Athens, Greece
May 12-14, 2014
Agenda
• Introduction and Background: Doug Fridsma, MD, PhD - Chief
Science Officer & Director, Office of Science & Technology –
Office of the National Coordinator
• Workforce Development Strategy, Plans and Methodology:
Rachelle Blake, PA, MHA, CEO and President - Omni Micro and
Omni Med Solutions, Physician Assistant, Clinical Informatics
and Healthcare Technology Specialist
• Connecting Competencies to Curriculum: Bill Rudman PhD,
RHIA, Executive Director AHIMA Foundation and Vice President
of Education Visioning for the American Health Information
Management Association (AHIMA)
1
Background: EU-US eHealth Collaboration Project
Memorandum of Understanding
It started with a Memorandum of Understanding
• In December 2010, the European Commission and
the US Dept. of Health and Human Services signed a
Memorandum of Understanding (MOU) to:
•
•
•
Help facilitate more effective uses of eHealth/Health IT;
Strengthen their international relationship; and
Support global cooperation in the area of health related
information and communication technologies.
Interoperability of EHRs
2
Background: EU-US eHealth Collaboration Project
Project Vision and Roadmap
The vision and roadmap set the framework for
progress
• Vision
– “To support an innovative collaborative community of
public- and private-sector entities working toward the
shared objective of developing, deploying, and using
eHealth science and technology to empower individuals,
support care, improve clinical outcomes, enhance patient
safety and improve the health of populations.”
• Roadmap
– From the Memorandum of Understanding, a roadmap was
created to help guide the work of both the Interoperability
of EHR’s and Workforce Development work streams
3
Background: EU-US eHealth Collaboration Project
Work Plan
• Both the United States and the European Union are currently
working to encourage broader and more effective use of
Information and Communications Technology (ICT). This
includes working towards:
– Improvements in delivery of health services
– Disease prevention
– Health promotion
• To this end, the Transatlantic Economic Council is making a
critical contribution to this development by:
1. Promoting interoperability of health related information and
communication technology (eHealth/health IT) products and services,
and
2. Gaining improved mobility and consistent proficiency recognition for
a professional workforce
4
Background: EU-US eHealth Collaboration Project
Strategy
To ensure we could operationalize and achieve the
Vision and the artifacts outlined in the roadmap, two
high priority work streams were established:
• eHealth/Health IT Interoperability
• eHealth/Health IT Workforce Development
5
Community Participating and Supporting
Workforce Activities
The global community that has been working alongside our
efforts include:
– American Health Information Management Association (AHIMA)
– Coordination Actions in scientific area of Medical Education Informatics
(CAMEI)
– National Health Service – UK (NHS)
– United Kingdom Council for Health Informatics Professionals (UKCHIP)
– Community Colleges
– Federal Partners (United States)
– Government Ministries (EU)
– Consultants
– Curriculum Development Organizations
– Health Educators
– Clinicians
– Health Administrators
– European Health Telematics Association (EHTEL)
6
Workforce Development Community
Members represent 13 countries
•
•
•
•
•
•
•
•
•
•
•
•
•
Canada
England
Finland
France
Germany
Greece
Ireland
Israel
Italy
Mexico
Norway
Scotland
United States
7
Workforce Development Vision
The Workforce Development work stream aims to
develop a skilled Health IT workforce in the EU and US
• Goal of the Workforce Development:
– “Achieving a robust supply of health professionals highly
proficient in the use of health IT assuring healthcare,
public health and allied professional work forces have the
technology skills needed to enhance their professional
experience and performance with eHealth/Health IT”
8
Workforce Development Methodology
Rachelle Blake
9
Workforce Development
Proposed Project Timeline
June 2013
Kick-off
eHealth
Cooperation
Initiative
(6/20)
July 2014
Finalize all
Direct Patient
Care Domain
mapping
(7/10)
January
2014
September
Launch
Workforce
Developme
nt Sub
Workgroup
(8/20)
Group
reaches
agreement
on Health IT
Setting
(9/12)
Begin to Draft
White Paper
for Peer
Review and
potential
publication on
Methodology
and
Process(9/4)
Group finalize
mapping
Roles to
Classification
Scheme
Setting
(01/02)
Group reaches
agreement on
Classification
Schema for
Competencies
and Roles
(11/12)
September
Finalize all
Role to
Competency
Mapping
(9/18)
March
November
Present at
eHealth
Week in
Boston
(early Oct)
Finalized
applying
Classifications
to
Competencies
(03/31)
January 2015
Begin
Curriculum to
Competency
Analysis
(11/30)
May
Finalized first
Role to
Competency
Mapping
(4/24)
Present
work at
eHealth
Week in
Athens
(5/14)
March 2015
Begin Work on
needs/gap
analysis, and
develop solutions
to bridge the gap
10
Workforce Development
Road Map
Ongoing
Ongoing
Completed
Ongoing
November 2014
March 2015
Ongoing
Assessment of the scope, scale and characteristics of the healthcare workforce in the US
and EU
Assessment of healthcare settings in the US and EU
Identify Health Care Settings and Roles in the EU and US
Collect Competencies from various EU and US Sources to evaluate and map to
roles
Identify or align learning resources that promote competencies identified in the
US and EU. Includes identifying/aligning educational needs and learning resources (with baseline competencies)
Create a needs analysis that looks at what current curricula and training exist, identify the gaps, and
develop solutions to bridge the gap (e.g. plan to develop new curricula)
Definition and agreement of common eHealth standards of competence and
professionalism
11
Overarching Work Plan
To successfully complete our activities the work group is
breaking down the work into three phases
Identifying a curriculum
Competency Analysis
based on
competency analysis
Definition and agreement
on
common standards of
competence and
professionalisms
12
Phase 1: Competency Analysis
The Competency Analysis consists of 5 tasks:
Identifying a
curriculum
based on
Competency Analysis
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute Care
selected)
3. Identify
Roles in Acute
Care and map
EU-US roles
competency analysis
4. Categorize
skills from
existing
competency
silos
Definition and
agreement on
common standards of
competence and
professionalisms
5. Map skills
to
professional
roles
(Competency
Matrix)
13
Competency Analysis
Step 1: Outline Scope Statement
Using the MOU and the roadmap, the workgroup developed
the foundation of our work through a Scope Statement….
• Scope Statement
– Working to create strategies for the development of a proficient health IT
workforce and assuring healthcare, public health and allied professional work
forces have the technology skills needed to enhance their professional
experience and performance with eHealth/HealthIT
– http://wiki.siframework.org/Workforce+Development+Work+Group
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute Care
selected)
3. Identify
Roles in Acute
Care and map
EU-US roles
4. Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
14
Competency Analysis
Goals and Objectives…
The Scope Statement established the framework for creating
achievable Goals and Objectives
• Assessment of the scope, scale and characteristics of the healthcare
workforce in the US and EU in terms of eHealth capabilities.
• Assessment of healthcare settings in the US and EU.
• Develop role-based competencies, curricula for chosen scenarios in the US
and EU. Perform analysis of competencies required by the diverse care
workforce that include:
– professionals in the field;
– academic track for new professionals (pre-service) and those transitioning
from other health disciplines and from mainstream ICT into the health sector;
– all staff in healthcare delivery, management, administration and support.
– allied healthcare teams; and
4.
2. Identify
3. Identify
5. Map skills
1. Outline
– health IT professionals.
Categorize
setting
Roles in
to
scope
statement
and goals/
objectives
(Acute
Care
selected)
Acute Care
and map
EU-US
roles
skills from
existing
competency
silos
professional
roles
(Competency
Matrix)
15
Competency Analysis
Goals and Objectives continued
The Objectives of the Workforce Development Workgroup:
• Identify or align learning resources that promote competencies identified
in the US and EU.
– Identify or align educational needs and learning resources (including
baseline competencies)
• Create a needs analysis that examines the current curricula and
training which exists
• Identify the gaps, and
• Develop solutions to bridge the gap (e.g., plan to develop new
curricula)
• Define and agree upon common eHealth standards of competence and
professionalism.
16
Competency Analysis
Step 2: Identify the Setting…
We solicited several Settings where we could evaluate roles against
Health IT competencies.
Selection Criteria
• stable setting;
• setting that does not vary too much with the scale of the facility in which it
is provided
• setting that is delivered similarly in both the US and EU; and
• setting with relatively common definitions on both sides of the Atlantic.
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
17
Competency Analysis
Step 2: Identify the Setting…
The community suggested several Settings where we could
evaluate roles against Health IT competencies.
• Short list of options (as proposed and discussed by the community)
included:
–
–
–
–
–
–
–
long-term care
ambulatory care
Rehabilitation center
Pharmacy
Acute Care
Clinics (Flu, HIV etc.)
Health record banks
– Diagnostics facilities (Facility
that only performs MRIs)
– Public health agencies
– Mobile Health Care (blood
banks, vaccinations)
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
18
Competency Analysis
Step 2: Identify the Setting continued
Acute Care Setting was selected by the community
• Acute Care is defined as “a level of health care in which a patient is treated
for a brief but severe episode of illness, for conditions that are the result
of disease or trauma, and during recovery from surgery”
• Acute care is generally provided in a hospital by a variety of clinical
personnel using technical equipment, pharmaceuticals, and medical
supplies
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
19
Competency Analysis
Step 3: Identify Roles in Acute Care
We identified roles in EU and US roles in Acute care, and
mapped them to their corresponding counterparts
US Roles
EU Roles
Administrative Assistant
Administrative Assistant
Administrator
Administrator
Admissions Director
Admissions Director
Anesthesiologist
Anesthesiologist
Audiologist
Hearing Aid Dispenser / Audiometric Technician
Behavioral Medicine Technician
Psychiatric Rehabilitation Technician
Bereavement Coordinator
Funeral Director / Undertaker / Bereavement specialist
Biomedical Technician
Biomedical Technician / Technologist
Example taken from actual US –EU role mapping work: http://wiki.siframework.org/Workforce+Development+Work+Group
Resources:
•
European Commission
•
AHIMA
•
NHS
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
20
Competency Analysis
Step 3: Classify Roles in Acute Care
We categorized the roles into three classifications:
•
Domain (5)
– 1. Direct Patient Care – 2. Administration, Management, Legal – 3. Engineering and
Information Systems - 4. Informatics - 5. Research
•
Settings (2)
– 1. Clinical - 2. Non Clinical
•
Skill Level (4)
– 1. Basic - 2. Intermediate - 3. Advanced - 4. Expert
Example taken from actual US –EU role mapping and classification work: http://wiki.siframework.org/Workforce+Development+Work+Group
Competency Analysis
Step 3: Classify Roles into Buckets
Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40
separate buckets plus a “Baseline Skills” bucket in which to categorize roles
NON CLINICAL
CLINICAL
Basic
Direct Patient
Care
Intermediate
Direct Patient
Care
Advanced
Direct Patient
Care
Expert
Direct Patient
Care
Basic
Direct Patient
Care
Intermediate
Direct Patient
Care
Advanced
Direct Patient
Care
Expert
Direct Patient
Care
Basic
Admin, Fin,
Law, Mgmt
Intermediate
Admin, Fin,
Law, Mgmt
Advanced
Admin, Fin,
Law, Mgmt
Expert
Admin, Fin,
Law, Mgmt
Basic
Admin, Fin,
Law, Mgmt
Intermediate
Admin, Fin,
Law, Mgmt
Advanced
Admin, Fin,
Law, Mgmt
Expert
Admin, Fin,
Law, Mgmt
Basic
Engineer,
Information
Systems
Intermediate
Engineer,
Information
Systems
Advanced
Engineer,
Information
Systems
Expert
Engineer,
Information
Systems
Basic
Engineer,
Information
Systems
Intermediate
Engineer,
Information
Systems
Advanced
Engineer,
Information
Systems
Expert
Engineer,
Information
Systems
Basic
Informatics
Intermediate
Informatics
Advanced
Informatics
Expert
Informatics
Basic
Informatics
Intermediate
Informatics
Advanced
Informatics
Expert
Informatics
Basic
Research
Intermediate
Research
Advanced
Research
Expert
Research
Basic
Research
Intermediate
Research
Advanced
Research
Expert
Research
IT Baseline
Skills
22
Competency Analysis
Step 4: Categorize Skills
We collected competencies from 12 different sources resulting in
categorizing more than 2700 Health IT competencies
1.
2.
3.
4.
5.
AHIMA-AMIA
IMIA
Department of Labor
National Health Service UK
Additional UK Resources
1. Academy of Royal Medical
Colleges
8.
9.
10.
11.
12.
Texas HealthIT
European eCompetency Framework
UK National Occupational Standards
Virtual Career Network
American Association of Community
Colleges/ONC
2. National Health Service 24
6.
7.
HealthIT.gov
Cuyahoga County
Community College
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
23
Competency Analysis
Step 4: Categorize Skills
As we did with roles, we applied the same categorization
schema to the competencies
•
Domain (5)
• Direct Patient Care, Administration, Management, Legal, Engineering and
Information Systems, Informatics, Research
• Settings (2)
•
• Clinical and Non Clinical
Skill Level (4)
Example taken from actual competency mapping document:
http://wiki.siframework.org/Workforce+Development+Wor
k+Group
– Basic
– Intermediate
– Advanced
– Expert
24
Competency Analysis
Step 4: Classify Competencies into Buckets
Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate
buckets plus a “Baseline Skills” bucket in which to categorize competencies
NON CLINICAL
CLINICAL
Basic
Direct Patient
Care
Intermediate
Direct Patient
Care
Advanced
Direct Patient
Care
Expert
Direct Patient
Care
Basic
Direct Patient
Care
Intermediate
Direct Patient
Care
Advanced
Direct Patient
Care
Expert
Direct Patient
Care
Basic
Admin, Fin,
Law, Mgmt
Intermediate
Admin, Fin,
Law, Mgmt
Advanced
Admin, Fin,
Law, Mgmt
Expert
Admin, Fin,
Law, Mgmt
Basic
Admin, Fin,
Law, Mgmt
Intermediate
Admin, Fin,
Law, Mgmt
Advanced
Admin, Fin,
Law, Mgmt
Expert
Admin, Fin,
Law, Mgmt
Basic
Engineer,
Information
Systems
Intermediate
Engineer,
Information
Systems
Advanced
Engineer,
Information
Systems
Expert
Engineer,
Information
Systems
Basic
Engineer,
Information
Systems
Intermediate
Engineer,
Information
Systems
Advanced
Engineer,
Information
Systems
Expert
Engineer,
Information
Systems
Basic
Informatics
Intermediate
Informatics
Advanced
Informatics
Expert
Informatics
Basic
Informatics
Intermediate
Informatics
Advanced
Informatics
Expert
Informatics
Basic
Research
Intermediate
Research
Advanced
Research
Expert
Research
Basic
Research
Intermediate
Research
Advanced
Research
Expert
Research
IT Baseline
Skills
25
Competency Analysis
Step 5: Mapping Skills to Roles
Once we classified Role and Skills we were able to match one to
the other
Role to Category
• Because we use the same classification
Map
for Skills and Roles we are able map
roles to skills
Skill to Category
Map
– Once skills are mapped
• Roles are reviewed (to ensure the
competencies reflect the roles)
• Duplicates are removed
• Wording of the competencies is fixed
• Gaps in Competencies are identified
1. Outline
scope
statement
and goals/
objectives
Role to Skill Map
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix)
26
Competency Analysis
Step 5: Map Skills to Roles
Sample Mapping
Roles for Direct
Patient Care,
Clinical,
Intermediate
Competencies for
Direct Patient
Care, Clinical,
Intermediate
For a complete listing of the mapping of the Direct Patient Care, Clinical, Intermediate,
Competencies please review the excel spreadsheet listed on our wiki page:
http://wiki.siframework.org/Workforce+Development+Work+Group
27
Competency Analysis
Step 5: Map Skills to Roles - Baseline
Skills
Doing this mapping work we realized a need to identify baseline skills –
those skills that apply to ALL roles in HealthIT
Example taken from actual US –EU Baseline Competency Bucket: http://wiki.siframework.org/Workforce+Development+Work+Group
1. Outline
scope
statement
and goals/
objectives
2. Identify
setting
(Acute
Care
selected)
3. Identify
Roles in
Acute Care
and map
EU-US
roles
4.
Categorize
skills from
existing
competency
silos
5. Map skills
to
professional
roles
(Competency
Matrix) 28
Phase 2: Identifying Curriculum
The Curriculum Identification Consists of 3 Tasks:
Identifying a curriculum
Competency Analysis
based on
competency analysis
1. Examine
curricula that
support these
skills
2. Curricula
Gap analysis
Definition and
agreement on
common standards of
competence and
professionalisms
3. Final
recommendations
29
Curriculum and Competencies
Bill Rudman
30
Equipping the Health Information Management &
Technology Workforce through Establishment of
Educational Curricula Competencies to Meet Future
Needs:
Development of the Global Health Workforce Council
U.S. Department of Commerce (DoC) - International Trade Association (ITA)
Market Development Cooperator Program (MDCP) award #IT13MAS1120001
Identifying Curriculum – Phase 2
About the American Health Information
Management Association (AHIMA)
•
About AHIMA:
– Leading professional association of health information management (HIM) professionals
– Serving 52 affiliated component state associations (CSAs) and more than 71,000 members recognized as the leading source of "HIM knowledge," a respected authority for rigorous
professional education and training
– Founded in 1928 to improve health record quality, AHIMA has played a leadership role in the
effective management of health data and medical records needed to deliver quality healthcare to
the public
•
•
Member of the International Federation of Health Information Management Associations
(IFHIMA)
AHIMA’s Affiliate:
– AHIMA Foundation:
• Establishes the academic curricula competencies for Health Informatics and Information
Management profession
– Commission on Accreditation of Health Informatics and Information Management Education
(CAHIIM):
• Accrediting organization that enforces Accreditation Standards for Health Informatics and
Health Information Management (HIIM) educational programs
– Commission on Certification for Health Informatics and Information Management (CCHIIM)
• Commission assuring the competency of professionals practicing HIIM and oversees AHIMA’s
certification program
Identifying Curriculum – Phase 2
Importance of a Trained
Health Information Workforce
• There is global
expansion of e-health
technologies
• Human resources are the most critical prerequisite
for the implementation
• Healthcare systems need well-trained and highlyskilled workers to implement systems
• A comprehensive healthcare education and
workforce strategy is needed
Identifying Curriculum – Phase 2
Specific Goals of the Grant:
Develop and train a Health Information workforce globally
Launch a Global Health Workforce Council that will develop an
internationally applicable curriculum and set Health Information education
and workforce training competencies and skills
Help create an educated and trained international workforce. These efforts
will specifically target new students, those already working in the
HIM/HI/HIT field, and those working in other areas and wanting to change
professions.
Expand educational resources to a global market to support country specific
HIM/HI/HIT educational needs in order to develop an internal HIM/HI/HIT
workforce. A major emphasis will be placed on recruiting international
students to U.S. universities and colleges.
Increase access to educational products and services including educational
offerings, webinars and seminars for training.
Identifying Curriculum – Phase 2
Global Health Workforce Council
Marci MacDonald,
Halton Healthcare
Services
Rachelle Blake,
Omni Micro
Systems/Omni
Med Solutions
José del Río Mata,
MD, Andalusian
Health Services
Yukiko Yokobori, Japan
Healthcare Association
Bill Rudman, AHIMA
Foundation
Hussein Ali Y AlBishi,
Saudi Arabia Ministry
of Health
Sabu K M,
Namipal University
Lincoln Moura,
IMIA President
Adio Rasaq
Adetona, National
Hospital Abuja
Sue Walker, Queensland
University of Technology
GHWC:
13 members
to be appointed
Angelika Handel,
IFHIMA President,
Country Level Outreach
35
Identifying Curriculum – Phase 2
Advancing a Trained
Global eHealth Workforce
• Deliverable: Develop global curricula
competency model for HIM/HI/HIM
– Evaluate curricula and competency
standards and models from countries
across the globe
– Develop a publicly available global
resource developed in an open and
transparent manner
AHIMA’s Grant Partner:
• Once developed countries/academic
programs may:
– Review and refine against their existing
requirements
– Build new requirements and academic
programs
Identifying Curriculum – Phase 2
Example: Curricula Competency
Model
37
Identifying Curriculum – Phase 2
Building on the
EU-US Workforce Workgroup
• Leveraging EU-US Workgroup Deliverables
– Environmental scan and curricula/competency models collected to inform
draft
– Use the competency buckets as a foundation for curricula competencies
– Use the Map of Skills to Roles to map curricula competencies to different roles
• Create Curricula Competencies
–
–
–
–
Add other global curricula/competency resources
Establish domains and sub-domains for Health Information
Determine educational taxonomy (e.g. Bloom’s Taxonomy)
Identify curricula competencies for multiple educational levels (e.g. entrylevel, intermediate and advanced levels)
• Map Global Academic Curricula Competencies to Various Workforce
Roles
• Support development of a global health information career map
resource
38
Identifying Curriculum – Phase 2
Inform Workforce Roles/Jobs for
Health Information:
AHIMA’s Health Information Career Map is Available at: http://hicareers.com/CareerMap/
NHS has a similar resource at: https://www.hicf.org.uk/
Identifying Curriculum – Phase 2
Global Curricula Competencies
Development Timeline
•
April 2014
– Appoint Council members
•
May – June 2014
– Compile Health Information curriculum/ competency from
stakeholders and countries
•
July – August 2014
– Face to Face Council meeting to develop draft curricula
competencies
•
August – October 2014
– Input by Country-level workgroups
•
October – December 2014
– Council reconciles comments and develops final draft of global
health information curricula competency model
– Releases final global curricula competency model
•
2015 – Outreach
– Map Curricula Competencies to Different Roles
•
2016 (and on-going) Review/Modification Cycle
Leveraging EU-US
Workgroup
Leverage the research
and work of the EU-US
Workforce Workgroup
Includes EU-US
Workforce Workgroup
Member
Engage US and EU
Countries to provide
feedback
Building on the work
of the EU-US
Workforce Workgroup
Continued
coordination on future
work
40
Bill Rudman, PhD, RHIA
AHIMA Foundation | Executive Director
AHIMA | Vice President of Education Visioning
Phone: +1 312-233-1131
bill.rudman@ahimafoundation.org
THANK YOU
Putting it Together: Phase 3
Rachelle Blake
42
Methodology Phase 3
Finding Agreement on Common Standards of Competency
consists of 3 tasks (future work):
Identifying a
curriculum
Competency Analysis
based on
competency analysis
1. Draft White
Paper (Gap
Analysis)
Definition and agreement
on
common standards of
competence and
professionalisms
2. Develop Use
Cases
3. Create
Interactive Tool
43
Common Standards – Phase 3
Putting it Together
Once we complete all of the mapping activities between roles,
competencies, curriculum we need to put it together
• Create a “findings” white paper (including gap analysis,
methodologies, etc.)
• Make recommendations for potential curriculum
development
– To include formal, informal and on-the job training or in house training
• Put together a set of use cases to help further the work and
position the work for wider consumption
• Develop Use Cases to help further the work in a more visible
way
• Create an interactive tool for matching EU-US roles with
competencies, suggested curricula and measures of
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competence (idea for final deliverable)
Common Standards – Phase 3
Step 5: Map Skills to Roles
Sample of Final Competency Matrix
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Questions
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Resources
• EU-US eHealth Cooperation Homepage
– http://wiki.siframework.org/EU-US+eHealth+Cooperation+Initiative
• Join the Mailing List
– http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Sign+Up
• EU-US Initiative Reference Materials
– http://wiki.siframework.org/EUUS+MOU+Roadmap+Project+Reference+Materials
• Workforce Development Homepage
– http://wiki.siframework.org/Workforce+Development+Work+Group
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Contacts
– US Department of Health/ONC Contacts
• Mera Choi: Mera.Choi@hhs.gov
• Chitra Mohla: chitra.mohla@hhs.gov
– EU Point of Contacts
• Benoit Abeloos, Benoit.ABELOOS@ec.europa.eu
• Frank Cunningham, frank.cunningham@ec.europa.eu
– Project Management Team
• Jamie Parker: jamie.parker@esacinc.com
• Gayathri Jayawardena: gayathri.jayawardena@esacinc.com
• Amanda Merrill: amanda.merrill@accenturefederal.com
• Christina Nguyen: christina.nguyen@esacinc.com
– Subject Matter Experts
• Rachelle Blake: shelblake@omnimicro.com
• Nessa Barry: nessa.barry@nhs.net
• Jean Roberts: jeanhcjean@gmail.com
• Michelle Dougherty: michelle.dougherty@ahimafoundation.org
• Susan Fenton: susan.h.fenton@uth.tmc.edu
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