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10- Fundamentals of Health Workflow Process Analysis and Redesign- Unit 4- Acquiring Clinical Process Knowledge- Lecture B

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The Health IT Workforce Curriculum was developed for U.S. community colleges to enhance workforce training programs in health information technology. The curriculum consist of 20 courses of 3 credits each. Each course includes instructor manuals, learning objectives, syllabi, video lectures with accompanying transcripts and slides, exercises, and assessments. The materials were authored by Columbia University, Duke University, Johns Hopkins University, Oregon Health & Science University, and University of Alabama at Birmingham. The project was funded by the U.S. Office of the National Coordinator for Health Information Technology. All of the course materials are available under a Creative Commons Attribution Noncommercial ShareAlike (CC BY NC SA) License (http://creativecommons.org/licenses/by-nc-sa/3.0/). The course description, learning objectives, author information, and other details may be found athttp://www.merlot.org/merlot/viewPortfolio.htm?id=842513. The full collection may also be accessed at http://knowledge.amia.org/onc-ntdc.
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  Fundamentals of Health Workflow Process Analysis and Redesign  Acquiring Clinical Process Knowledge Lecture b This material Comp10_Unit4b was developed by Duke University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000024.    Acquiring Clinical Process Knowledge Learning Objectives 2 1.Identify how the strategic goals and stakeholders for a given health care facility can influence workflow processes in that facility (Lecture a) 2.Create an agenda for an opening meeting to discuss workflow processes in a health care facility (Lecture b) 3.Compare and contrast different types of knowledge and their impact on organizations (Lecture a) 4.Analyze a health care scenario according to CMMI levels (Lecture a) 5.Identify the workflow processes that are likely to be used by a healthcare facility (Lecture b) 6.Identify the workflow processes that are essential to document and analyze in order to determine how best to streamline the operations in a given health care facility (Lecture b) 7.Identify key individuals with whom the analyst should meet or observe in order to gain an understanding of the nature and complexity of their work (Lecture b) Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign  Acquiring Clinical Process Knowledge Lecture b  Acquiring Clinical Process Knowledge Learning Objectives - Continued 8.Given a process observation scenario, formulate the questions that would facilitate a productive discussion of the workflow of information, activities and roles within that facility (Lecture c) 9.Suggest ways to successfully respond to common challenges encountered in knowledge acquisition (Lecture c) 10.Given a practice scenario, choose an appropriate knowledge acquisition method (Lecture c) 11.Given a process analysis scenario including a list of observations, create agenda for visit closing meeting and an initial meeting report (Lecture c) 12.Given a set of diagrams and observations from an information gathering meeting draft a summary report (Lecture c) 3 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign  Acquiring Clinical Process Knowledge Lecture b  Topics - Lecture b ã Clinic information ã Common clinic processes ã Creating a process inventory 4 Health IT Workforce Curriculum Version 3.0/Spring 2012 Fundamentals of Health Workflow Process Analysis and Redesign  Acquiring Clinical Process Knowledge Lecture b
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