Course Syllabus

Course:

RSL 6318 Healthcare Informatics and Technology Management

Course Description:

This course examines the realm of Health Care Information Systems (HCIS) and Radiology Information Systems (RIS) to provide the student with the opportunity to develop an understanding of basic information technology, clinical and administrative applications of healthcare information systems. Emphasis is placed on how these platforms make available information that facilitates patient care, improved management of medical records, enhancement of supply inventory management, and improve vendor contracting and management. Students also explore Web-based systems for increasing consumer knowledge, confidentiality of information systems, organizational compliance and data sets.

Semester:

Summer 2022

Credits:

Three Credit Hour

Faculty:

Elwin R. Tilson, Ed.D., R.T.(R)(M)(QM)(CT), FAEIRS

Email: elwin.tilson@gmail.com

Cell: 912-663-7578

Prerequisite:

Admission to the MD Anderson’s Master of Science in Radiologic Sciences program.

Instruction Method:

The course represents a combination of text readings, lecture material, article abstract discussions, and virtual classroom/online discussions.

Objectives:

Upon completion of the course, the student will:

1.     Describe basic information technology.

2.     Outline clinical and administrative applications of health information systems.

3.     Describe how HIT facilitates patient care.

4.     List ways health IT improves the management of medical records.

5.     Outline health IT’s role in supply inventory management.

6.     Discuss health IT vendor contracting and management.

7.     Overview PACS components, functionality, and workflow.

8.     Apply confidentiality of information systems mandates to health IT and PACS situations.

9.     Give an overview of organizational compliance requirements related to health IT and PACS.

10.  Describe data set usage.

Grading Scale:

The numerical criteria for grading are as follows:

A

90-100

B

80-89

C

70-79

D

60-69

F

Below 60

Required Text(s):

Wager, K., Lee, F. & Glaser, J. (2017). Health care information systems: a practical approach for health care management. San Francisco, CA: Jossey-Bass & Pfeiffer/Wiley. ISNBs: 9781119337188 (paperback) OR 9781119337089 (ePub -recommended!)

Peck, A. (2018). Clark’s Essential PACS, RIS and Imaging Informatics. Boca Raton, FL: CRC Press. ISBN: 978-1-4987-6323-3 (paperback) OR 9781498763462 (ePub – recommended!)

The ePub versions are less expensive, and you get to keep them forever without having to lug them around any time you move.

Why two textbooks? Good question. Picking a text for a course is complicated and often very frustrating for a faculty member. (That is why so many faculty end up writing their own textbooks.) In this case, we are looking at two related but not necessarily integrated ideas. One is about how health informatics works from a somewhat global, “50,000 foot (15,240 meters)” view, while the other is about how PACS works from a localized 10,000 foot (3048 meters) view. No text does both. There will be a lot of information in both texts that we will not use in this class but will be very useful later in practice.

Prerequisites:

Admission to program.

Student Learning Outcomes:

At the end of this course, the student will be able to:

1.        Describe the history of medicine and radiology in the US

2.        Contrast the US healthcare system outcomes with other industrialized nations.

3.        Organize an overview of basic information technology.

4.        Break down clinical and administrative applications of health information technology.

5.        Analyze how HIT facilitates patient care.

6.        Relate PACS components to functionality and workflow.

7.        Apply confidentiality of information systems mandates to HIT, RIS, and PACS.

Attendance Policy:

The class format will involve a combination of reading assignments, module material, discussions, abstract postings, peer evaluations of abstracts, group projects, and other online activities. The course will provide a peer-learning, and collaborative atmosphere as professionals and colleagues interact in a stimulating learning environment. Regular online participation is required to benefit from this class, and there are weekly deadlines.

Instruction Method:

This course is Online format. A course that depends on educational technology as the only method of communication and instruction. What that means is that all of the class activities are online.

Online Discussions: Students will participate in virtual class discussions related to the reading/module assignments and additional resources presented by the students. Specifically, students must post two substantive posts related to the reading assignments or the modules each week. The definition of a substantive post is one that adds additional information beyond the reading/module, offers a real-life example of a concept discussed being used, or provides an argument that either expands or contradicts the information in the reading. Supportive statements such as “I agree” or “Good post” are appreciated but are not substantive.

Online Presentations: Students will post one abstract of peer-reviewed articles less than five (5) years old to a discussion board each week, including an APA citation, the reason this article adds to the topic of the week, and what impact this information has on the student’s perception of the subject under discussion. Also, each student will do an in-class presentation of one educational software product.

Online Activities: Online activities include peer review of abstracts posted by other students, substantive responses to posted abstracts, and discussions about posts related to the reading and modules.

Grading Criteria:

1.     Weekly article abstracts                                        45%

2.     Assigned peer-evaluation of weekly abstracts     15%

3.     Substantive responses to posted abstract           15%

4.     Substantive posts about reading and modules    15%

5.     Educational Technology Demonstration               10%

Grading Scale:

The numerical criteria for grading are as follows:

A

90-100

B

80-89

C

70-79

D

60-69

F

Below 60

Extra Credit:

There are no extra credit opportunities in this class.

Overview of course activities

This course has a fundamental structure that is repeated (more or less ) each week. There are 12 weekly modules and one wrap-up week. Most weeks, students

·      watch the module overview video,

·      do the readings in the chapters and the online modules to have a basic understanding of the material,

·      post one abstract of an appropriate article/web page in the literature each week,

·      peer review one article abstract/discussion from the previous week,

·      post two substantive replies to other abstracts/discussions posted,

·      post two substantive posts directly referring to material in the reading or module.

This process is repeated every week with some minor exceptions. Students will also do an educational software demonstration in the second face-to-face Zoom session.

Schedule

Week

Dates

Topic

1

May 9 – 14

Zoom meeting

Healthcare overview

2

May 15 – 21

Introduction to HIM + Computer hardware

3

May 22 – 28

Healthcare Information Systems + EMR

4

May 29 – Jun 4

Privacy/Security + HIT Security

5

Jun 5 – 11

Performance Standards

6

June 12 – 18

RIS

7

Jun 19 – 25

PACS

8

Jun 26 – Jul 2

DICOM, HL7, FHIR

9

Jul 3 – 9

PACS Image flow, reconciliation, administrator function, and monitors

10

Jul 10 – 16

Educational Technology in RIS

11

Jul 17 – 23

Zoom meeting

Educational Software

12

Jul 24 –30

System Implementation

13

Jul 31 – Aug 4

Last Peer review due.  Note early due date

Activity

Due

Week 1:

Healthcare overview

·      Review Welcome messages, syllabus, and helpful links.

·      Complete Module 1 on US healthcare

May 14, 2022 by 11:59 p.m.

· Note Saturday due date.

· Two separate posts related to reading assignment or module.

Week 2:

Introduction to HIM + Computer hardware

·      Chapter 1 Wagner: The National Health Information Technology Landscape (all)

·      Chapter 2 Wagner: Health Care Data (skim to familiarize terms and agencies) (all)

·      Chapter 1 Clark    Informatics in Radiology (all)

·      Chapter 2 Clark    Basic IT for Radiographers (all) (Note: in all countries except the US, anyone who works in any RIS disciplines is referred to as radiographers and then sub-specialties such as radiotherapists or diagnostic radiographers, or ultrasound practitioners.)

·      Complete Computer hardware and HIS module

May 22, 2022 by 11:59 p.m.

· One article abstract

· Two separate posts related to reading assignment or module.

Week 3:

Healthcare Information Systems + EMR

·      Read Chapter 3 Wagner: Health Care Information Systems (Skim)

·      Complete Electronic Health Record module

May 29, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 2 abstract

· Two substantive responses to Week 2 abstracts due

· Two separate posts related to reading assignment or module.

Week 4:

Privacy/Security + HIT Security

·      Read Chapter 9 Wagner: Privacy and Security

·      Complete HIT Security module

June 5, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 3 abstract

· Two substantive responses to Week 3 abstracts due

· Two separate posts related to reading assignment or module.

Week 5:

Performance Standards

·      Chapter 10 Wagner: Performance Standards and Measures

·      Chapter 11 Wagner: Health Care Information System Standards

·      Complete HIS Standards module

June 12, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 4 abstract

· Two substantive responses to Week 4 abstracts due

· Two separate posts related to reading assignment or module.

Week 6:

RIS

·      Read Chapter 5 Clark   RIS, MPI and other Text Systems (ignore National Health Number and NHS sections)

·      Complete Radiology Information Systems module

June 19, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 5 abstract

· Two substantive responses to Week 5 abstracts due

· Two separate posts related to reading assignment or module.

Week 7:

PACS Online.

·      Chapter 4 Clark    PACS, Vendor Neutral Archives and Picture Storage Picture Archiving and Communication (all)

·      Chapter 6 Clark    Integrating with other Systems Towards the Interoperability of Clinical Information Systems: A History (all but the last section on future interoperability)

·      Complete PACS Overview module

June 26, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 6 abstract

· Two substantive responses to Week 6 abstracts due

· Two separate posts related to reading assignment or module.

Week 8:

DICOM, HL7, FHIR

·      Chapter 8 Clark    DICOM History and Development (omit from UIDs on)

·      Chapter 9 Clark    HL7 History and Development

·      Complete HL7, FHIR, DICOM, HIPAA module

July 3, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 7 abstract

· Two substantive responses to Week 7 abstracts due

· Two separate posts related to reading assignment or module.

Week 9:

Educational Technology in RIS

·      Chapter 16 Clark   Education using a PACS

·      Complete Ed Tech Literacy module

July 10, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 8 abstract

· Two substantive responses to Week 9 abstracts due

· Two separate posts related to reading assignment or module.

Week 10:

Educational Software

·      Complete Educational Technology and Trend module

July 17, 2022 by 11:59 p.m.

· Peer review of Week 9 abstract

· Two separate posts related to reading assignment or module

Week 11:

PACS Image flow, reconciliation, administrator function, and monitors. (Face to Face via Zoom July 23)

·      Complete PACS Image flow, reconciliation, administrator function, and monitors module

July 24, 2022 by 11:59 p.m.

· Educational Software Demonstration in class.

· One article abstract

· Two separate posts related to reading assignment or module

Week 12:

System Implementation

·      Chapter 6 Wagner: System Implementation and Support

·      Complete System Implementation module

July 31, 2022 by 11:59 p.m.

· One article abstract

· Peer review of Week 11 abstract

· Two substantive responses to Week 11 abstracts due

· Two separate posts related to reading assignment or module.

Week 13

·      Wrapping it all up.

Aug 4, 2022 by 11:59 p.m.

NOTE Thursday due date

· Peer review of Week 12 abstract

Abstracts

Most weeks (see schedule above), there will be an assigned reading, online modules, and one article abstract posting. The following is a typical online week:

1.     Read assigned pages in textbooks (if any)

2.     Read materials posted to the weekly module (if any).

3.     Find one additional article from a peer-reviewed journal OR a professional publication such as Radiology Today OR a professional web page such as AuntMinnie.com (but nothing such as Wikipedia or the like).

a.     Article/webpage must be related to the textbook readings or the module material.

4.     Each Sunday, the article abstracts and analysis are DUE by 11:59 p.m. (Central Time).

5.     Abstract/analysis criteria:

a.   Post a 100-400 word abstract addressing the main ideas of each article/web page in the appropriate discussion and what the conclusions or recommendations are. (I recommend you use the Abstract Layout template in the Welcome module to help you organize your thoughts. However, it is not mandatory.)

b.  Additionally (beyond the 100-400 word abstract), address

                   i.       Why this is important to know.

                  ii.       List conclusions or recommendations.

                 iii.       How the article/web page could be applied to your professional practice, or how the article/web page related to the textbook reading or the additional topics in the module as listed each week. For example, “This article relates to Peruvian underwater basket weaving in Chapter 3 of the textbook”. Another example would be “This article relates to the document entitled Creating A Mosaic Using Mayonnaise And Mud in Week 3 module.”

                 iv.       Optional (for extra credit). A concrete example of the implementation/use of this information is given

c.   Include an APA formatted reference at the end of the article as best as Blackboard will allow you to format it. (I understand that Discussions in Canvas won’t let you do things like hanging indents, etc., but I do expect the text itself to be compliant.) The citation must include a DOI number (preferred) or a full URL (double-check URLs by clicking on them and pasting them into a browser). If the actual full article comes up, it is good. However, if you get a search page or a page with another link to the article, you copied a search page URL [a common mistake].

d.  Complete the peer review of abstracts assigned to you. The peer review includes completing the grading rubric and completing rationales.

e.   Post a substantive reply to at least two abstracts.

NOTE: I would caution you to NOT just read an abstract and try to slip that by as your work. That will not go over well with me. Peer reviewers will check URLs in abstracts.

NOTE: I would also caution you NOT to plagiarize by just doing a copy and paste. First, that is cheating, and I check many of the original articles. Second, the research shows that students who cheat in school tend to falsify patient and educational records. Finally, I will push for the harshest punishment possible if you cheat as a public health and well-being action.

Posted article/web page grading rubric

Software Demo

Below are the most important things you need to know for the presentation, including the criteria and the URL for the meeting.

·      The zoom session starts at 9 a.m. on July 16, a Saturday, and we will be done by 1 p.m.

·      This is a required class that you must attend—failure to attend results in a zero grade for this project even if submitted separately.

·      The presentation must be a video. It may not be in any other format. A PowerPoint presentation with a voiceover is a type of video that is acceptable. I have posted several videos on how to do the voiceover PowerPoint or how to use the Screen-O-Matic free software to make your video.

·      You must demonstrate the software as part of the video, so you cannot just talk about it without showing how it works.

·      The presentation must be between 7and 10 minutes.

·      When it is your turn to do the presentation, you will be allowed to share your screen, and then you can run the video on your local computer or from YouTube for everybody to watch it.

·      The videos will be too big to upload to the class, so the way to let me see them for grading is to either post them to YouTube or to OneDrive (both of which you have access to) and then send me the URL via the discussion in the class.

·      After your video runs, we will have about five minutes for people to ask you questions, and you will answer them live.

·      A list of the presenting order will be posted a couple of days before the class.

Grading Rubric

Gender Pronoun/ Name:

Preferred Gender Pronoun: This course affirms people of all gender expressions and gender identities. If you prefer to be called a different name than what is on the class roster, please let me know. Feel free to correct me on your preferred gender pronoun. If you have any questions or concerns, please do not hesitate to contact me.

Student Conduct Code:

The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the University’s educational mission. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

The conduct of code specifically addresses disruptive virtual classroom and online conduct, which means engaging in behavior that substantially or repeatedly interrupts the instructor’s ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities. Therefore, disruptive students in the class will be removed from the classroom and, if warranted, may be permanently removed from the class.

The University’s student conduct code defines academic dishonesty as plagiarizing, cheating on assignments or examinations, engaging in unauthorized collaboration on academic work, and taking or using test materials without faculty permission.

Americans With Disabilities Act:

MD Anderson adheres to all applicable laws, regulations, and guidelines concerning providing reasonable accommodations for students with temporary and permanent disabilities. You must register with Disability Services to receive accommodations.

Support Services

The following are some of the support services available to students enrolled in the program. These services are generally free. In addition, there are in place to support all students to graduation and beyond.

MDA Technical Support:

https://gsbs.uth.edu/about/information-technology/ (Links to an external site.)

4 INFO ( 713-794-4636) or email support@mdanderson.org

UT Library for Research Help:

https://libraries.uh.edu/ (Links to an external site.)

MDA Catalog, Policies & Procedures, and Student Services:

https://www.mdanderson.org/education-training/degrees-programs/school-of-health-professions/current-students.htmlLinks to an external site.

UT Student Health Services:

http://uthealthservices.com/ (Links to an external site.)

Sexual Misconduct Services:

https://www.mdanderson.org/education-training/degrees-programs/school-of-health-professions/current-students/sexual-harassment.htmlLinks to an external site.

Office of the Registrar:

https://www.uth.edu/registrar/current-students/student-information/index.htm (Links to an external site.)

MD Anderson Cancer Supportive Services (web page with almost every help service available to students)

https://www.utsystem.edu/sites/clase/ut-md-anderson-cancer-center