EU-US eHealth Cooperation Initiative Workforce Development Panel Discussion eHealth Forum 2014...
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Transcript of EU-US eHealth Cooperation Initiative Workforce Development Panel Discussion eHealth Forum 2014...
EU-US eHealth Cooperation InitiativeWorkforce Development
Panel DiscussioneHealth Forum 2014Athens, GreeceMay 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)
2
Interoperability of EHRs
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.
3
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
4
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
5
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
6
The global community that has been working alongside our efforts include:
Community Participating and Supporting Workforce Activities
– 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) 7
8
Workforce Development Community
Members represent 13 countries
• Canada• England• Finland• France• Germany• Greece• Ireland• Israel• Italy• Mexico• Norway• Scotland• United States
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”
9
10
Workforce Development MethodologyRachelle Blake
Workforce Development
Proposed Project Timeline
Kick-off eHealth Cooperation Initiative (6/20)
September May
11
June 2013
Launch Workforce Development Sub Workgroup (8/20)
January 2014
Group reaches agreement on Health IT Setting (9/12)
Group reaches agreement on Classification Schema for Competencies and Roles (11/12)
Group finalize mapping Roles to Classification Scheme Setting (01/02)
March
Finalized applying Classifications to Competencies(03/31)
Finalized first Role to Competency Mapping (4/24)
Present work at eHealth Week in Athens (5/14)
Finalize all Direct Patient Care and Research Domain mapping (7/10)
Finalize all Role to Competency Mapping (9/18)
Present at eHealth Week in Boston(early Oct)
Begin Work on needs/gap analysis, and develop solutions to bridge the gap
Begin to Draft White Paper for Peer Review and potential publication on Methodology and Process(9/4)
Begin Curriculum to Competency Analysis (11/30)
NovemberJuly 2014 September January 2015 March 2015
12
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
Ongoing
Ongoing
Ongoing
Completed
November 2014
March 2015
Ongoing
Workforce Development
Road Map
Overarching Work Plan
To successfully complete our activities the work group is breaking down the work into three phases
Competency Analysis
Identifying a curriculum based on
competency analysis
Definition and agreement on
common standards of competence and professionalisms
13
Phase 1: Competency Analysis
The Competency Analysis consists of 5 tasks:
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)
Competency Analysis
Identifying a curriculum based on
competency analysis
Definition and agreement on
common standards of competence and professionalisms
14
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
15
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)
16
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– health IT professionals. 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
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.
Competency Analysis
Goals and Objectives continued
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.
18
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)
Competency Analysis
Step 2: Identify the Setting…
The community suggested several Settings where we could evaluate roles against Health IT competencies.
– long-term care– ambulatory care– Rehabilitation center– Pharmacy– Acute Care– Clinics (Flu, HIV etc.)– Health record banks
19
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)
– Diagnostics facilities (Facility that only performs MRIs)
– Public health agencies– Mobile Health Care (blood
banks, vaccinations)
• Short list of options (as proposed and discussed by the community) included:
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
20
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)
Competency Analysis
Step 3: Identify Roles in Acute CareWe identified roles in EU and US roles in Acute care, and mapped them to their corresponding counterpartsUS Roles EU RolesAdministrative Assistant Administrative AssistantAdministrator AdministratorAdmissions Director Admissions DirectorAnesthesiologist AnesthesiologistAudiologist Hearing Aid Dispenser / Audiometric Technician
Behavioral Medicine Technician Psychiatric Rehabilitation TechnicianBereavement Coordinator Funeral Director / Undertaker / Bereavement specialist
Biomedical Technician Biomedical Technician / Technologist
Resources:• European Commission• AHIMA• NHS 21
Example taken from actual US –EU role mapping work: 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)
Competency Analysis
Step 3: Classify Roles in Acute CareWe 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 BucketsApplying 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
23
ExpertDirect Patient
Care
AdvancedDirect Patient
Care
IntermediateDirect Patient
Care
BasicDirect Patient
Care
ExpertAdmin, Fin,Law, Mgmt
AdvancedAdmin, Fin,Law, Mgmt
IntermediateAdmin, Fin,Law, Mgmt
BasicAdmin, Fin,Law, Mgmt
ExpertEngineer,
InformationSystems
AdvancedEngineer,
InformationSystems
IntermediateEngineer,
InformationSystems
BasicEngineer,
InformationSystems
ExpertInformatics
AdvancedInformatics
IntermediateInformatics
BasicInformatics
ExpertResearch
AdvancedResearch
IntermediateResearch
BasicResearch
CLINICAL
ExpertDirect Patient
Care
AdvancedDirect Patient
Care
IntermediateDirect Patient
Care
BasicDirect Patient
Care
ExpertAdmin, Fin,Law, Mgmt
AdvancedAdmin, Fin,Law, Mgmt
IntermediateAdmin, Fin,Law, Mgmt
BasicAdmin, Fin,Law, Mgmt
ExpertEngineer,
InformationSystems
AdvancedEngineer,
InformationSystems
IntermediateEngineer,
InformationSystems
BasicEngineer,
InformationSystems
ExpertInformatics
AdvancedInformatics
IntermediateInformatics
BasicInformatics
ExpertResearch
AdvancedResearch
IntermediateResearch
BasicResearch
NON CLINICAL
IT BaselineSkills
Competency Analysis
Step 4: Categorize SkillsWe collected competencies from 12 different sources resulting in categorizing more than 2700 Health IT competencies
1. AHIMA-AMIA2. IMIA3. Department of Labor4. National Health Service UK5. Additional UK Resources
1. Academy of Royal Medical Colleges
2. National Health Service 24
6. HealthIT.gov 7. Cuyahoga County
Community College
24
8. Texas HealthIT9. European eCompetency Framework 10. UK National Occupational Standards11. Virtual Career Network12. American Association of Community
Colleges/ONC
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)
Competency Analysis
Step 4: Categorize Skills As we did with roles, we applied the same categorization schema to the competencies
25
• Domain (5) • Direct Patient Care, Administration, Management, Legal, Engineering and
Information Systems, Informatics, Research
• Settings (2)• Clinical and Non Clinical
• Skill Level (4)
– Basic– Intermediate– Advanced– Expert
Example taken from actual competency mapping document: http://wiki.siframework.org/Workforce+Development+Work+Group
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
26
ExpertDirect Patient
Care
AdvancedDirect Patient
Care
IntermediateDirect Patient
Care
BasicDirect Patient
Care
ExpertAdmin, Fin,Law, Mgmt
AdvancedAdmin, Fin,Law, Mgmt
IntermediateAdmin, Fin,Law, Mgmt
BasicAdmin, Fin,Law, Mgmt
ExpertEngineer,
InformationSystems
AdvancedEngineer,
InformationSystems
IntermediateEngineer,
InformationSystems
BasicEngineer,
InformationSystems
ExpertInformatics
AdvancedInformatics
IntermediateInformatics
BasicInformatics
ExpertResearch
AdvancedResearch
IntermediateResearch
BasicResearch
CLINICAL
ExpertDirect Patient
Care
AdvancedDirect Patient
Care
IntermediateDirect Patient
Care
BasicDirect Patient
Care
ExpertAdmin, Fin,Law, Mgmt
AdvancedAdmin, Fin,Law, Mgmt
IntermediateAdmin, Fin,Law, Mgmt
BasicAdmin, Fin,Law, Mgmt
ExpertEngineer,
InformationSystems
AdvancedEngineer,
InformationSystems
IntermediateEngineer,
InformationSystems
BasicEngineer,
InformationSystems
ExpertInformatics
AdvancedInformatics
IntermediateInformatics
BasicInformatics
ExpertResearch
AdvancedResearch
IntermediateResearch
BasicResearch
NON CLINICAL
IT BaselineSkills
27
Competency Analysis
Step 5: Mapping Skills to Roles
Once we classified Role and Skills we were able to match one to the other
• Because we use the same classification for Skills and Roles we are able map roles to skills– 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
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)
Role to Category Map
Skill to Category Map
Role to Skill Map
Competency Analysis
Step 5: Map Skills to Roles
Sample Mapping
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 28
Roles for Direct Patient Care, Clinical, Intermediate
Competencies for Direct Patient Care, Clinical, Intermediate
Doing this mapping work we realized a need to identify baseline skills – those skills that apply to ALL roles in HealthIT
Competency Analysis
Step 5: Map Skills to Roles - Baseline Skills
29
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)
Phase 2: Identifying Curriculum
The Curriculum Identification Consists of 3 Tasks:
Competency AnalysisIdentifying a curriculum
based on competency analysis
Definition and agreement on
common standards of competence and professionalisms
30
1. Examine curricula that support these skills
2. Curricula Gap analysis
3. Final recommendations
31
Curriculum and CompetenciesBill Rudman
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
• 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
About the American Health Information Management Association (AHIMA)
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 highly-skilled 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
36
Marci MacDonald, Halton Healthcare
Services
Marci MacDonald, Halton Healthcare
Services
Bill Rudman, AHIMA Foundation Bill Rudman, AHIMA Foundation
Lincoln Moura, IMIA PresidentLincoln Moura, IMIA President
José del Río Mata, MD, Andalusian Health Services
José del Río Mata, MD, Andalusian Health Services
Adio Rasaq Adetona, National
Hospital Abuja
Adio Rasaq Adetona, National
Hospital Abuja
Angelika Handel, IFHIMA President,
Country Level Outreach
Angelika Handel, IFHIMA President,
Country Level Outreach
Hussein Ali Y AlBishi, Saudi Arabia Ministry
of Health
Hussein Ali Y AlBishi, Saudi Arabia Ministry
of Health
Rachelle Blake, Omni Micro
Systems/Omni Med Solutions
Rachelle Blake, Omni Micro
Systems/Omni Med Solutions
Sabu K M, Namipal University
Sabu K M, Namipal University
Sue Walker, Queensland University of TechnologySue Walker, Queensland University of Technology
Yukiko Yokobori, Japan Healthcare AssociationYukiko Yokobori, Japan Healthcare Association
GHWC:13 members
to be appointed
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
• Once developed countries/academic programs may:– Review and refine against their existing
requirements– Build new requirements and academic
programs
AHIMA’s Grant Partner:
Identifying Curriculum – Phase 2
Example: Curricula Competency Model
38
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. entry-
level, intermediate and advanced levels)
• Map Global Academic Curricula Competencies to Various Workforce Roles
• Support development of a global health information career map resource 39
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 CompetenciesDevelopment 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
41
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
THANK YOU
Bill Rudman, PhD, RHIAAHIMA Foundation | Executive DirectorAHIMA | Vice President of Education VisioningPhone: +1 [email protected]
43
Putting it Together: Phase 3Rachelle Blake
Methodology Phase 3
Finding Agreement on Common Standards of Competency consists of 3 tasks (future work):
Competency Analysis
Identifying a curriculum based on
competency analysis
Definition and agreement on
common standards of competence and professionalisms
44
2. Develop Use Cases
3. Create Interactive Tool
1. Draft White Paper (Gap Analysis)
45
Common Standards – Phase 3
Putting it TogetherOnce 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 competence (idea for final deliverable)
46
Sample of Final Competency Matrix
Common Standards – Phase 3
Step 5: Map Skills to Roles
Questions
47
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/EU-US+MOU+Roadmap+Project+Reference+M
aterials• Workforce Development Homepage
– http://wiki.siframework.org/Workforce+Development+Work+Group
48
Contacts
– US Department of Health/ONC Contacts• Mera Choi: [email protected]• Chitra Mohla: [email protected]
– EU Point of Contacts • Benoit Abeloos, [email protected] • Frank Cunningham, [email protected]
– Project Management Team• Jamie Parker: [email protected]• Gayathri Jayawardena: [email protected]• Amanda Merrill: [email protected]• Christina Nguyen: [email protected]
– Subject Matter Experts• Rachelle Blake: [email protected] • Nessa Barry: [email protected] • Jean Roberts: [email protected] • Michelle Dougherty: [email protected] • Susan Fenton: [email protected] 49