Table 1

Scoping review curricula for health informatics competencies for postgraduate doctors

First author/referenceYear of publicationCountryCurricula typeTarget audienceIntended settingAimsMethodology
Cameron48 1998CanadaClinicalDoctorsWorkplaceTo initiate a national curriculum in HI.Small email discussion group of academic clinicians reaching consensus.
van Bemmel53 1998NetherlandsAcademicHealth professionals (undergraduate and postgraduate)University: undergraduate and postgraduateTo contribute to development of IMIA guidelines for teaching HI.Report of experience at Erasmus University Rotterdam in implementing guidelines for teaching HI in the Netherlands since 1986. Curricular development based on the Handbook of Medical Informatics
Leven51 1998GermanyAcademic (MSc)Health and healthcare information technology professionalsUniversityTo provide methodological foundations to prepare graduates for careers in HI in academic, hospital or industrial settings.Influenced by outcomes of six IMIA conferences in Lyon (1974), Chamonix (1983), Victoria (1989), Prague (1990), and Heidelberg/Heilbronn (1992) and Newcastle (1997), with curriculum recommendations from various organisations.
Staggers30 1999USAClinicalHealth and healthcare information technology professionalsWorkplaceTo develop HI competencies for health and non-health professionals.3-day workshop and consensus to build up curriculum iteratively.
Gardner43 2001USAAcademicHealth professionalsUniversityTo review University of Utah Medical Informatics Research and Training Programme.Consensus and experience, emphasising in 5 ‘tracks’:
health information systems;
medical expert systems; genetic informatics; health quality assurance; medical imaging.
Jaspers54 2001NetherlandsAcademic (MSc)Undergraduate and postgraduate but not restricted to health professionalsUniversityTo prepare individuals for careers in medical information technology and sciences via MSc in medical information sciences.Consensus guided by a Steering Committee, with representation from medical biology, clinical medicine, epidemiology, computer science and HI.
Covvey73 2001CanadaComprehensiveHealth and healthcare information technology professionalsWorkplaceTo develop HI competencies required in education and practice by health and HIT professionals.Working group consensus to develop competencies for three groups: Applied Health Informatics professionals, Research and Development Health Informatics professionals and the Clinicians with Health Informatics.
Shortliffe38 2002USAAcademic (MSc+PhD)Mainly doctors seeking higher degreesUniversityTo review research and educational programmes in HI at Columbia University.Consensus and experience.
Haux52 2002GermanyAcademic (MSc)Health professionalsUniversityTo train healthcare professionals in HI through an MSc in ‘Health Information Management’Review and consensus based on a joint enterprise of the Medical Faculty at the University of Heidelberg and the Department of Medical Informatics at the Heilbronn University of Applied Sciences.
Zimmerman40 2003USAAcademicBiomedical informatics professionalsUniversity taught but unsure if workplace focusedTo define a curriculum for HI professionals.Consensus and application of three competency domains:
  1. Formal: mathematical and technical methods.

  2. Empirical: cognitive, behavioural and organisational aspects of information systems.

  3. Applied: formal and empirical domains used to solve problems in biology, physiology and patient care.

Garde55 2006AustraliaComprehensiveTo all professionals in HIWorkplaceTo provide guidance for ‘good’ HI education across different roles in HI (users; deployers; and researchers and/or developers).Consensus.
Jaspers56 2007Netherlands, USA and GermanyAcademic (short course)Undergraduate and postgraduate doctorsUniversityTo provide guidance on HI training of future physicians.Experience and consensus from an international summer school in HI in Amsterdam, building on IMIA recommendations.
American Health Information Management Association and American Medical Informatics Association42 2008USAClinicalHealth and healthcare information technology professionalsWorkplaceTo provide core HI competencies for a wide range of professionals in education and practice.Consensus guideline that produced a core competencies matrix tool.
Safran41 2009USAClinicalDoctorsWorkplaceTo define a programme for subspecialty in clinical informatics.Develop curricular content approved by AMIA board of directors through consensus.
Gardner47 2009USAClinicalDoctorsWorkplaceTo define core content for a clinical informatics physician subspecialty curriculum.‘The Core Content for Clinical Informatics’ was developed over 2 years with expert consultation and consensus.
Stead44 2011USAAcademicDoctorsUniversityTo provide a framework of core HI competencies for health professionals.Development by consensus of Informatics Competencies for Future Health Professionals Mapped to the Accreditation Council for Graduate Medical Education Core Competencies.
Kulikowski39 2012USAAcademicHealth and healthcare information technology professionalsUniversityTo develop HI competencies that can be acquired through a variety of different courses or teaching methods.Consensus via AMIA Academic Forum Committee and influenced by AMIA programme requirements for fellowship education in the subspecialty of clinical informatics.
Canada Health Informatics Association49 2012CanadaComprehensiveHealth and healthcare information technology professionalsWorkplaceTo develop HI competencies that can be acquired through a variety of different courses or teaching methods.Consensus to develop Health Informatics Professional Core Competencies sets.
Pageler37 2013USAClinicalDoctorsWorkplaceTo integrate HI competencies with postgraduate medical curricula.Consensus in line with Accreditation Council for Graduate Medical Education Common Programme Requirements.
Valerius45 2015USAAcademicHealth and healthcare information technology professionalsUniversityTo consolidate competencies for health information management (HIM) and HI.Comparison and consolidation of predefined curricula competencies between HIM (Commission on Accreditation for Health Informatics and Information Management Education) and HI (American Medical Informatics Association Clinical Informatics).
Hersh46 2017USAClinical+academicHealth and healthcare information technology professionalsOnlineTo educate health professionals in baseline HI as a distance learning course (the 10×10 programme).Curricula developed by consensus but established by the affiliated university and must be endorsed by a local or regional IMIA member society.
  • HI, health informatics; HIT, healthcare information technology; IMIA, International Medical Informatics Association.