Statement of Purpose
In the past decade health care has radically changed from a paper-based system to one that relies on technology to support all facets of health care delivery. This transformation has given rise to practitioners who need a skill set that goes beyond the clinical specialty in order to provide patients with the right care at the right time in the right place every time. This skill set may include abilities such as collaborating with various stakeholders to implement electronic health record technology in a health care system, managing clinical decision support in the EHR, analyzing “big data” to help determine population health or manage system costs, incorporating telemedicine into everyday practice, and optimizing the appropriate use of technological innovations in patient care. In 2011, the American Board of Medical Specialties recognized clinical informatics as a new subspecialty, with pathways to board certification through either the American Board of Preventive Medicine or the American Board of Pathology. Diplomates from all existing medical specialties are eligible to apply for and pursue this certification. As there is no single path for developing the skill set for the clinical informatician, those physicians desiring this board certification will want to ascertain their competence. A review course focusing on core competencies taught by leaders in the field is a classic component of study preparation for a board exam.
AMIA’s Clinical Informatics Board Review Course is designed to provide an up-to-date review of the core content of the Clinical Informatics subspecialty. It is appropriate for:
Physicians preparing to sit for the board-certification examination in clinical informatics.
After participating in this activity, the learner should be better able to:
- Describe the role of data across the health care system, the laws governing use of data, and technical approaches to ensuring quality and protection of data
- Identify the range of clinical decision support tools; explain how to determine which application is appropriate for specific situations; describe how to develop and implement clinical decision support tools.
- Describe the processes of developing or selecting a clinical information system, preparing and supporting clinicians for system implementation, and evaluating system effectiveness.
- Identify the key types of health information systems and describe how to achieve system interoperability.
- Identify the non-technical factors that influence the adoption of clinical information systems by clinicians and describe strategies for promoting effective use of clinical information systems.
The American Medical Informatics Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
Credit Designation Statement
The American Medical Informatics Association designates this live activity for a maximum of 25 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
The American Medical Informatics Association designates this enduring material for a maximum of 30 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
The American Medical Informatics Association designates this Other activity (live meeting and enduring material) for a maximum of 55 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
No commercial support was received for this activity.
Special needs: In accordance with the Americans with Disabilities Act, AMIA seeks to make this live activity accessible to all. If you have a disability which requires special accommodation, please email: Lauren@amia.org.
As a provider accredited by the ACCME, AMIA requires that everyone who is in a position to control the content of an educational activity disclose all relevant financial relationships with any commercial interest for 12 months prior to the educational activity.
The ACCME considers relationships of the person involved in the CME activity to include financial relationships of a spouse or partner.
Faculty and planners who refuse to disclose relevant financial relationships will be disqualified from participating in the CME activity. For an individual with no relevant financial relationship(s), the participants must be informed that no conflicts of interest or financial relationship(s) exist.
AMIA uses a number of methods to resolve potential conflicts of interest, including: limiting content of the presentation to that which has been reviewed by one or more peer reviewers; ensuring that all scientific research referred to conforms to generally accepted standards of experimental design, data collection, and analysis; undertaking review of the educational activity by a content reviewer to evaluate for potential bias, balance in presentation, evidence-based content or other indicators of integrity, and absence of bias; monitoring the educational activity to evaluate for commercial bias in the presentation; and/or reviewing participant feedback to evaluate for commercial bias in the activity .
Disclosure for This Activity
All speakers and members of the planning committee have been asked to disclose any relevant financial relationships they may have with commercial interests. The following report no relevant financial relationships with commercial interests: Faculty Hersh, Carter, and Payne; Planners AMIA VP of Education and Academic Affairs Jeffrey J. Williamson; and AMIA Director of Education Pesha Rubinstein. Dr. Desai discloses that he is a co-founder of and stockholder in Haystack Informatics, Inc..
Criteria for Successful Completion
Completion of this activity is demonstrated by engagement in each activity’s required elements and completion of an activity evaluation.
For questions regarding the content of this activity, contact Pesha@amia.org