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. 2023 Aug 20;9(9):e19279. doi: 10.1016/j.heliyon.2023.e19279

Health information science and technology education: An analysis of health informatics undergraduate and postgraduate programs in arab countries

Fatmah M Almehmadi 1
PMCID: PMC10474413  PMID: 37662757

Abstract

Rapid advancements in information technology have laid the basis for the move to information management job positions and health informatics education. In fact, information technology becomes an essential component of different healthcare educational programs worldwide. However, scholarly research about health informatics, particularly, in developing countries is still limited. This study is the first investigation to assess and compare health informatics (HI) educational programs across different Arab countries. Websites of all universities and colleges in the Arab world were surveyed and examined. 35 programs in 9 countries have been identified. To systematically collect and evaluate data, a categorization of different variables to assess and compare HI programs has been developed. HI programs in Saudi Arabia and Egypt represent the largest proportion of programs. Most programs are offered by public institutions and belong to medical faculties. 69% of HI educational offerings are undergraduate programs while only 31% are postgraduate programs. HI programs vary in terms of their titles. However, these programs have used the titles 'health informatics', and ' health information management' more frequently. There has also been an uneven distribution in terms of the total hours of programs. The structure of the study plan of 51% of HI programs are built on compulsory courses only. The study has presented a framework that indicates strengths, weaknesses, and emerging trends of HI programs and highlights potential challenges, opportunities, and recommendations to improve such programs.

Keywords: Health informatics, Health informatics programs, Health information science, Information technology, Arab countries

1. Introduction

1.1. Background

Informatics is the study of how information is represented, processed, and communicated in natural and artificial systems [1]. This field focuses on the acquisition, storage, and use of information [2]. Informatics is increasingly characterized as a profession that is still at the early stages of development. The term informatics was first used in the United States in the 1950s, with the introduction of computers into healthcare [3]. Various subfields of informatics, especially those related to biomedicine and health care, continue to identify themselves as both a scientific discipline and as a profession [4,5].

HI, which is a subset of informatics, is recognized as a vastly growing subject area among scholars from different fields. It is defined as “the integration of healthcare sciences, computer science, information science, and cognitive science to assist in the management of healthcare information” [6]. It is also described as a multidisciplinary field that focuses on the use of information technologies and "applies principles of computer and information science to the advancement of life sciences research, health professions education, public health, and patient care" [7].The field of medical record management is where health informatics first began since medical record technicians were essentially employees in different healthcare organizations [8]. It is argued that the quick advancements in information technology has formed the foundation for the transition from medical librarians to health information managers [9]. Thus, it can be said that HI has been significantly impacted by the development of information technology and the switch from paper to electronic medical records, in particular [10]. As a result, there was a need for qualified professionals in this area to manage health information efficiently.

In fact, the healthcare industry is expected to experience significant growth over the next decade, in part due to the needs of the aging baby boomer population. For example, the U.S. Bureau of Labor Statistics (BLS) predicts that the industry will add 2 million jobs between 2021 and 2031. A portion of this demand will require workers who can organize, manage, and analyze the influx of health care data and information. As more and more medical facilities make the transition to using electronic health records (EHRs), these facilities will require staff members who are familiar with how to manage the associated technology. It is predicted that medical records and health information technician jobs will grow [11].

The establishment of HI programs in universities and colleges all over the world is meant to address the demand for trained personnel to manage health information [12]. They should incorporate a range of knowledge areas and skills, such as data management and statistics, familiarity with medical terminology, coding expertise, information technology, information management, and leadership [10]. A variety of sub-disciplines, including health information management, health informatics, health information technology, and health information systems, have therefore emerged as academic programs in both public and private institutions around the world.

Yet, while the number of programs with 'information' and 'health' or related terms in their titles is increasing, it is expected that their level and scope varies. Thus, there is a scholarly need to investigate, compare, and evaluate these programs to pinpoint their strengths and weaknesses. Over the past ten years, HI degree programs have been established in numerous countries [8,13,14], particularly in North America and Europe.

While HI programs in developed countries are well-established and have been previously evaluated [13,[15], [16], [17], [18]], the establishment of similar programs in the Arab World is relatively new and thus they have not been previously evaluated. The Arab world in this study refers to countries that are members of the Arab league which includes 22 countries: Algeria, Bahrain, Comoros, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, the United Arab Emirates, and Yemen [19].

According to El Jabri and Adwan [20], the implementation of health information systems in Arab countries is relatively new, but it has the potential to enhance the quality of treatment offered to patients in Arab healthcare institutions. Some Arab countries have implemented electronic health systems, while others are in the process of doing so, and many Arab countries are still uncertain about integrating HI in their health institutions. These findings are in accordance with a recent study by Al-Shorbaji and Alhuwail [21], which concluded that the adoption of digital health in Arab countries was based on system's structure and available resources. In the upcoming years, it is anticipated that the development and use of health information systems (HISs) will expand, include more Arab countries, and offer additional facilities to patients.

1.2. Aim and objectives

The main aim of the current study is to investigate HI programs in the Arab world. The study addresses two objectives. The first objective is to assess the different HI programs offered by Arab universities and colleges. The second objective is to compile a detailed account about HI existing programs which will then enable providing insights into the current status and key trends of HI programs in the Arab World and how they can be further improved. The term "HI programs" in this paper refers to all programs that combine information technology and health specializations, regardless of the program title. This study will compare the distinctive characteristics of the different HI educational programs in the Arab World. The study will also provide recommendations for the development of existing programs as well as for the creation of new programs.

1.3. Significance of the study

The current study extends and adds to previous studies about HI educational programs. To the best of the researcher's knowledge, this is the first study to report detailed findings on HI programs in the Arab world. The current study, while extending a recent study by Al-dossary et al. [22] about HI programs in Saudi Arabia, is different from that study in its scope and level of analysis. In terms of scope, the current study has included more than one country. In terms of analysis, the level of analysis in the current study considers more aspects than that which have been reported in Al-dossary et al. [22]. While Al-dossary et al. [22] have only considered type of institutions (university/colleges and public/private), year of establishment, college/faculty name, and title of programs, the current study has taken into account many different aspects which include the following:

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    location of program and year of establishment

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    type of institution (university or college, public or private) and type of school/faculty

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    degree level and title of program

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    availability of information about admission, learning outcomes, and job opportunities

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    total number of program hours, the structure of the study plan, and availability of information about courses of program.

2. Review of literature: HI programs in developing countries

This section provides an overview of previous studies that investigated HI programs in some developing countries. These studies are chronologically ordered by their date of publication.

In China, Wu, Yu, and Soar [23] aimed to identify the key challenges that China face in relation to HI education. The first challenge was that China still lacks unified health informatics and information exchange standards. The second challenge was a scarcity of multi-skilled professionals that understand information technology (IT), health, and management. The authors concluded that the penetration of IT into the health industry will be hampered by a lack of competent human resources and therefore education and training for human resources are key necessities that China should considered when developing its health informatics programs.

In Brazil, a study conducted by Sanches et al. [24] aimed to confirm that undergraduate nursing programs in Brazilian state and federal public education institutions include informatics courses. The study found that only 35 undergraduate nursing programs at federal and state higher education institutions in Brazil included informatics-related disciplines in their curriculum. The study concluded that undergraduate programs that included informatics courses are limited. They also concluded that this condition contradicts current nursing employment market trends and the National Curriculum Guidelines for Undergraduate Nursing Programs in Brazil which point to a need for qualified graduates.

In China, Hu, Sun, and Li [14] provided an analysis of medical informatics education in the country at different academic levels. The authors conducted systematic searches of Chinese academic websites for material related to the field of medical informatics. The information abstracted from these websites are related, for example, to the year of program approval, the university or college that it belongs to, its objectives, and its main courses. The study has identified and evaluated a total of 55 program options for undergraduate study, 27 for master's study, and five for doctoral study. According to the findings, medical informatics education in China, which is a field that has its roots in medical library and information science education in the country, has expanded dramatically during the past ten years. The visibility of this educational specialization and its development have been limited by frequent name changes and an ambiguous identity of the field. The bulk of degree programs in medical informatics in China come under the information management category, indicating a clear imbalance in the distribution of these degrees among the various sub-disciplines of the field. At the several academic levels (bachelor's, master's, and doctorate), there is also an uneven distribution of the degree levels in that the majority of programs are offered at bachelor's degree level.

In Saudi Arabia, Asiri [25] conducted a study that aimed to identify the challenges and obstacles that face health informatics education and training in the Kingdom of Saudi Arabia (KSA) by assessing the country's current state of health information education. The results of the study have shown a lack of communication, cooperation, and coordination among the country's health information technology colleges. The study also found that there was little coordination between the needs of the industry and the quantity of graduates each year, in that the limited number of workers in HI disciplines does not correspond to market growing demands. Furthermore, only bachelor's and master's degrees are offered by different programs with various titles such as health informatics, health information management and technology, and health information systems. A further challenge identified in the study was the lack of training courses in these programs. The study concluded that the present health information technology education in the country does not adequately support an interdisciplinary and synchronous collaboration and communication among all the country's institutions that offered HI programs.

In Ethiopia, Tilahun et al. [26] have explained the curriculum development process and content of a bachelor health informatics program which is offered by an Ethiopian university. A-four-year comprehensive health informatics bachelor's program curriculum has been developed by considering both the local context and the stakeholders' needs. The program was developed by comparing the curriculum to other international programs and the recommendations of the International Medical Informatics Association (IMIA) for health informatics education. Graduates of the developed health informatics curriculum are expected to be adequately prepared for management and technical positions, capable of meeting the country's growing demand for health informatics jobs.

In 2018, Khader et al. [27] have examined Jordanian and Palestinian students' views about studying HI, as well as their purpose to learn and the factors that could drive students to pursue HI studies. A descriptive, cross-sectional study was carried out among senior undergraduate students in health-related subjects. The survey questionnaire was completed by 891 students. The majority of students (82.7%) expressed an interest in studying HI. If given the option, around 62.8% of students said they would study a set of HI courses as a route in their undergraduate degree. More than 70% of students said HI learning was beneficial. Students viewed HI learning as practical and simple, had a good attitude toward HI, and had a strong desire to study HI.

Barrier to the adoption of EHRs in Gulf Cooperation Council (GCC) countries has been the focus of a study by Alkhaledi et al. [28]. The authors have emphasized that the usage and deployment of EHRs systems can enhance healthcare, save costs, and guarantee patient safety. In their study, the authors have focused on the identification of difficulties and impediments that GCC countries face in using and implementing EHRs. These obstacles include financial constraints, technical assistance and training, usage challenges, time and training, cultural considerations, legal and ethical concerns, unfavorable attitudes, normative views, and the availability of skilled workers.

Also in Saudi Arabia, Al-dossary et al. [22] offered an overview of health information education in the country. The primary goal of that overview study was to compare the various health information management programs available in Saudi Arabian universities and colleges. 81 universities and colleges were examined to see if they offered Health Information Management (HIM) programs. Sixteen of the 81 institutions that were assessed have at least one HIM program available. Ten programs were established in public institutions while only six were established in private colleges. The study indicated that that the number of higher education institutions in Saudi Arabia that offer degrees in health information management is increasing. However, HIM education in the country is dominated by undergraduate programs. While all of the 16 institutions offered bachelor's degree programs, only 5 of them also offered master's degree programs. The study also showed that while there were different titles of the programs offered by public and private institutions, the majority of these programs are being offered by health-related schools.

In 2023, a study by Zakaria et al. [29] has sought to describe the career path for eHealth professions and to explore the difficulties encountered by academic institutions and business in characterizing digital health professionals. The authors have discovered that respondents characterized eHealth career paths based on a variety of characteristics, including qualifications; varied backgrounds in health and IT; work experiences; job scope and competencies. They have also identified the challenges that respondents faced, which included the need for hybrid skills to manage the digital transformation, the need for standardization of academic curriculum, industry recognition of career pathways, and the availability of local training programs. The authors have advised that technological improvement alone is not sufficient for a successful health digital transformation in countries.

Also, in 2023 a study by Tawalbeh et al. [30] has collected survey data from specialist medical practitioners who work with five Jordanian institutions to assess their need for HIS training. According to the findings, the majority of responders utilize HISs in their regular clinical activities. However, the vast majority of them have not had professional training in using such systems. As a result, the majority of respondents indicated a need for further training sessions on various topics, but particularly on these topics: biomedical data analysis, artificial intelligence, health care administration, and advancements in electronic health records.

3. Materials and methods

3.1. Study setting

Information about the different HI programs included in this study have been collected from the Ministry of Education of each Arab country and from the official websites of universities and colleges that offer HI programs. This also includes a close examination of any relevant documents about these programs such as programs' vision, learning outcomes, students' handbook, and study plans.

3.2. Study design

In terms of research design, a cross-sectional design has been adopted in this study to investigate the different HI programs available in Arab universities and colleges. Websites of all universities and colleges in the Arab world were surveyed and examined during the period of September 2022 to February 2023 to see if they offer a health informatics program at any degree level.

The author has determined which programs to select if they mention HI in the title or in the description or in the vision or objectives of the program. The included programs contain in their description, vision or objectives one or more of these keywords or phrases: health information, health data, clinical data, medical data, biomedical data, information technology, health information systems, health information services, online health applications, online health services, healthcare informatics roles or positions, healthcare-related information management and technology, and using computer applications in health care sector.

To illustrate with an example, there were vision and mission statements that recognize the vital role of healthcare information and focus on using information technology for collecting, storing, managing, retrieving, sharing, and disseminating of health care data and services. To illustrate with another example, there were objectives statements that refer to providing students with knowledge necessary to deal with using information technologies in different healthcare organizations, and providing students with essential skills to develop, design, manage, implement, analyze, select, and evaluate information systems and online health applications.

The current study has identified 35 HI programs that are available in different countries in the Arab world. See Appendix A for the links to these programs which are available in nine Arab countries. To systematically collect and evaluate data, a categorization of different variables that can be used to assess and compare HI programs has been developed, as shown in Fig. 1 below. Screenshots of the program websites were taken, and the data collected was entered into a spreadsheet.

Fig. 1.

Fig. 1

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Categorization of variables for analyzing HI programs included in the study.

As shown in Fig. 1, the study has identified specific nominal, ordinal, and interval variables that can be used to assess and compare HI programs. Nominal variables include location of program, type of institution (university or college, public or private), type of school/faculty, degree level, title of program, availability of information about admission and application, learning outcomes, job opportunities, the structure of the study plan, and availability of information about courses of these program. Year of establishment, and total number of program hours represent ordinal and interval variables, respectively. Descriptive statistics (frequencies and percentages) was used to analyze the data. In appendix B, there is a link that can be used to access the dataset for the present study.

4. Results

Data about the HI programs included in this study have been analyzed according to the different variables presented in Fig. 1. The results of this analysis are demonstrated in this section.

4.1. Geographical locations

HI programs in the Arab World are offered in nine countries. Fig. 2 below shows the distribution of HI programs by countries.

Fig. 2.

Fig. 2

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HI programs by countries.

There have been several programs that offer HI education in different countries in the Arab world. However, programs about HI in Saudi Arabia and Egypt represent the largest proportion of these programs, as Fig. 2 shows, In Saudi Arabia there are 15 HI programs, representing 43% of the total 35 HI programs, while in Egypt there are seven HI programs, representing 20% of the total 35 HI programs. Jordan and the United Arab Emirates (UAE) signify the second geographical category with four programs in Jordan that represent 11% of the total 35 HI programs and with three programs in the UAE that represent 8% of the total 35 HI programs. The last geographical category includes Palestine-the West Bank with three programs which represent 6% of the total programs and Kuwait, Oman, Libya, and Lebanon with one HI programs available in each of these countries. There are 13 Arab countries that did not have any HI programs. These countries are Algeria, Bahrain, Comoros, Djibouti, Iraq, Mauritania, Morocco, Oman, Qatar, Somalia, Sudan, Syria, Tunisia, and Yemen.

4.2. Type of institutions, school/faculty, and establishment year

Table 1 shows the distribution of HI programs by type of institutions, type of school or faculty, and establishment year.

Table 1.

An overview of HI programs included in the study.

Category NO. %
Type of institutions Public 25 71
Private 10 29
Total 35 100
Colleges 6 17
Universities 29 83
Total 35 100
Type of school/faculty Medical/Health 19 54
Computing, Informatics & Engineering 10 29
Other 6 17
Total 35 100
Establishment year 2000–2007 2 6
2008–2014 6 17
2015–2021 16 46
NA 11 31
Total 35 100
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As shown in Table 1 above, the majority of HI programs are offered by public institutions with 25 programs which represent 71% of the total HI programs while only 10 programs which represent 29% of the total programs are offered by private institutions. Table 1 also shows the distribution of HI programs by type of institutions: universities versus colleges. The majority of HI programs are offered by universities with 29 programs which represent 83% of the total HI programs while only six programs which represent 17% of the total programs are offered by colleges.

In terms of school/faculty, Table 1 shows the distribution of HI programs by type of school or faculty. As expected, the majority of HI programs are offered by medical faculties or schools with 19 programs which represent 54% of the total HI programs while only 10 programs which represent 29% of the total programs are offered by computing, informatics, and engineering school/faculty. Notably, applied sciences faculties and interdisciplinary graduate schools also offer 6 HI programs, which represent 17% of the total programs.

As Table 1 also shows, the majority of HI programs have been established over the period of 2015–2021 with 16 programs that represent 46% of % of the total programs. This finding indicates that most HI programs in the Arab world can be considered recent programs. However, there are two programs that have been established in the period of 2000–2007 and these represent 6% of the total programs. There are also HI programs that have been established in the period of 2008–2014 which represent 17% % of the total programs. 11 programs that represent 31% of the total programs did not specify when they have been established.

4.3. Degree levels and titles of HI programs

Table 2 below shows the distribution of HI programs by the degree levels of programs and their titles.

Table 2.

Degree levels and Titles of HI programs.

Category NO. %
Degree Level Undergraduate 24 69
Postgraduate Diploma 3 8
Master's 8 23
Total 35 100
Program Title Healthcare Informatics and Clinical Data 2 6
Cancer Care Informatics 1 3
Biomedical Informatics Engineering 1 3
Nursing Informatics 1 3
Health information technology 1 3
Health Information Coding 1 3
Health Information Systems 2 6
Health Information Management 5 13
Health Information Management and Technology 4 11
Health informatics 9 26
Health Informatics and Information Management 2 6
Medical Informatics 4 11
Bioinformatics 1 3
Public Health and Health Informatics 1 3
Total 35 100
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As shown in Table 2 above, HI programs in the Arab world are available at both undergraduate and postgraduate levels, with the majority of HI educational offerings being at the undergraduate level. 24 programs representing 69% of the total number of programs. Postgraduate programs include three postgraduate diplomas and eight Master's degree programs. The former represents only 8% of the total 35 HI programs while the latter represents 23% of the total HI programs included in this current study.

HI programs have many titles, as shown in Table 2. The title 'Health Informatics' represents the majority of these titles with nine programs which represent 26% of the total programs, followed by the title: 'Health Information Management' at the percentage of 13% and by the titles: 'Health Information Management and Technology' and ' Medical Informatics' at the percentage of 11% for each.

Least used titles at the percentage of 6% for each include ' Healthcare Informatics and Clinical Data', ' Health Information Systems ', and ' Health Informatics and Information Management' and finally titles at the percentage of 3% for each which include ' Cancer Care Informatics', ' Biomedical Informatics Engineering', ' Nursing Informatics', ' Health information technology', ' Health Information Coding', ' Bioinformatics', and ' Public Health and Health Informatics'.

Data analysis also indicated that the vision, mission, and objectives of HI programs recognize the vital role of information technology for collecting, storing, managing, retrieving, sharing, and disseminating of health care data. In terms of vision and mission statements of HI programs, there were notable statements such as the following:

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    To be a leading national educational figure that prepares students for careers in healthcare informatics roles in various healthcare organizations.

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    To become a preeminent national educational entity that helps students get jobs in healthcare informatics at different healthcare organizations.

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    To prepare professionals who can identify and use a variety of information technology tools to accomplish different tasks.

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    To help students recognize and utilize a range of information technology tools to complete a variety of HI tasks.

In terms of objectives of HI programs, there were several noteworthy statements such as the following:

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    To provide students with basic knowledge to deal with using information technologies in different healthcare organizations.

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    To help students acquire essential skills to develop, design, manage, implement, analyze, select, and evaluate information systems and digital health applications.

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    To equip students with knowledge and training that allow them to identify problems and craft or develop relevant solutions by using biomedical data.

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    To provide students with knowledge and understanding of using, managing, analyzing, and improving the quality of healthcare information systems and services.

4.4. Admission requirements, learning outcomes, and job opportunities

This section considers HI programs in relation to admission requirements, learning outcomes, and job opportunities as shown in Table 3.

Table 3.

HI programs by admission requirements, learning outcomes, and job opportunities.

Category NO. %
Admission Requirements Information without an application link 5 14
Information plus a link to apply 10 29
NA 20 57
Total 35 100
Learning Outcomes Brief information 25 71
Detailed information 3 9
No information 7 20
Total 35 100
Job Opportunities Examples of Job opportunities 17 49
No information 18 51
Total 35 100
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Table 3 shows the distribution of HI programs by information about admission requirements and application. In terms of the availability of information about admission requirements and how to apply for a HI program, the majority of HI programs do not consider providing such information as there were 20 programs which represent 57% of the total programs where neither information about admission requirements nor a link to apply for a chosen program have been given. Similarly, there were five programs which represent 14% of the total programs that provide only information about admission requirements but without a link to apply for a chosen program. However, there were 10 programs which represent 29% of the total programs that provide information about admission requirements as well as a link to apply for a chosen program.

Admission requirements vary from one program to another but very often these requirements are associated with the general admission requirements by universities which are also applicable for programs in all other subject areas. However, there are some specific requirements which are required from applicants for HI program. For example, applicants for the program are required to show that: a) they have successfully completed the preparatory year before joining the program, b) their cumulative average in the preparatory year should not be less than 3.5 out of 5, c) their grades in English language courses should not be less than good.

As part of developing a HI program, developers often consider identifying the learning outcomes of the developed programs. As shown in Table 3, while there were only seven programs that did not provide information about their learning outcomes, the majority (25 programs) have provided such information. Learning outcomes in these programs included providing students with the knowledge and practical experience they need to become qualified health information experts and helping them acquiring a variety of skills that will assist them thrive in their professional jobs via cooperation, proactive engagement, critical thinking, and important positions in their companies and communities.

Three programs have also categorized their learning outcomes in relation to Bloom's revised learning taxonomy. Bloom's revised taxonomy can be used to develop learning outcomes that outline the skills and abilities that teachers want their students to achieve and exhibit. Bloom's revised taxonomy divides cognitive abilities into six groups, ranging from lower-order skills, which need less cognitive processing, to higher-order skills, which demand more in-depth study and cognitive processing. The Bloom's revised taxonomy distinguishes between different cognitive skill levels and particularly draws attention to learning outcomes that need higher levels of cognitive abilities in order to promote deeper learning and the application of information and skills to a wider range of activities and settings [31].

In addition, as shown in Table 3, information for students about job opportunities were not given by 18 programs which represents 51% of the total programs. However, there were 17 programs which represent 49% of the total programs that provided such information for students. In these programs, there are different job opportunities for graduates. Graduates may pursue careers in health informatics or quality assurance. They will have the option to work for private or public medical facilities, academic institutions, public health agencies, or health insurance firms.

4.5. Total hours, study plan and information about courses

As shown in Table 4 below, this section analyses HI programs in terms of the total number of program hours, the structure of program study plan, and availability of information about courses of HI programs included in this study.

Table 4.

HI programs by total number of hours, study plan and its courses.

Category NO. %
Total hours 15-35 (postgraduate diploma, MSc) 4 11
36-50 (MSc programs) 6 17
120-129 (BSc programs) 9 26
130-160 (BSc programs) 14 40
161-200+ (BSc programs) 2 6
Total 35 100
Study Plan Structure Compulsory courses 18 51
Compulsory and Elective courses 17 49
Total 35 100
Information about courses Title of courses 22 63
Title and descriptions of courses 13 37
Total 35 100
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Firstly, the difference between HI programs is not only related to their affiliation and their titles but it is also related to their total number of hours. As shown in Table 4, there are four programs with a total number of hours between 15 and 35 and six programs with a total number of hours between 36 and 50. These programs respectively represent 11% and 17% of the total number of HI programs. In contrast, there are nine programs with a total number of hours between 120 and 129 and 14 programs with a total number of hours between 130 and 160. These programs respectively represent 26% and 40% of the total number of HI programs. Only two programs consist of a total number of hours between 161 and 200+. However, these two programs only represent 6% of the total number of HI programs.

Secondly, as shown in Table 4, the structure of the study plan of 18 programs are built on only compulsory courses whereas 17 programs are built on a combination of compulsory and elective courses. Of the total number of HI programs, the 18 programs represent 51% while the 17 programs represent 49%.

And finally, as shown in Table 4, available information about the courses of HI programs included in this study varies from one program to another. However, the majority of these programs (22 programs) only give titles of courses without further details. In contrast, 13 programs offer detailed information about their courses (titles and full descriptions).

5. Discussion

The researcher has summarized the finding of the current study into a framework that shows similarities and differences between HI programs in the Arab world, their strengths and weaknesses, and their emerging trends. The framework shown in Fig. 3 below also highlights potential challenges, opportunities, and recommendations.

Fig. 3.

Fig. 3

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A framework for evaluating HI programs in the Arab world.

The current study has identified 35 HI programs in nine Arab countries. The majority of these programs are offered by medical faculties or schools. This finding is similar to that which has been reported by Hu, Sun, and Li [14]. Also, as has been reported in that study, the current study has indicated that the distribution of degree programs is highly unbalanced. The bachelor's level has been the primary concentration. It is therefore recommended that Arab countries should build a balanced approach in terms of the academic levels of HI degree programs. These countries should also pursue the creation of doctoral programs.

In addition, while the general goal of learning outcomes of HI programs is similar, the specific goals of these programs at both undergraduate and postgraduate levels differ depending on the specialty or focus of the program and type of faculty or school that they belong to. In light of the results of the study it is also recommended that when developing learning outcomes, the Bloom's revised taxonomy should be considered to categorize the various outcomes of a program.

Moreover, the distribution of HI programs varies in terms of their year of establishment. However, the majority of these programs have been established over the period of 2015–2021 which indicates that most HI programs in the Arab world can be considered newly founded. Nonetheless, there were two programs in Saudi Arabia: one is offered by Imam Abdulrahman bin Faisal University, and another is offered by King Saud bin Abdulaziz University for Health Sciences, which have been established in an earlier period from 2000 to 2007. It can be said that these programs created the precedent for HI education in the Arab world. It is also notable that compared with the foundation of HI programs in developed countries, there were no HI programs in the Arab world before 2000. This finding is in accordance with a recent study by Al-dossary et al. [22] about HI programs in Saudi Arabia.

Although HI programs in the Arab world can be considered newly established, the number of these programs have increased over the last twenty years. This finding also indicates that the educational authorities in Arab countries have recognized the significance and value of the establishment of HI programs.

Furthermore, the distribution of HI programs in relation to their titles is noticeably unbalanced, with the bulk coming under 'health informatics' and 'health information management'. Additionally, there has also been an uneven distribution of HI programs in terms of the total hours of programs, with the majority falling under the category of (130–160 h). Therefore, it is recommended that a more balanced approach in terms of total number of hours be adopted, which should also take into account the degree level of the program.

The results also indicate that information given to students by some programs about admission requirements and about examples of job opportunities after graduation is similar. However, the majority of HI programs did not provide enough information about these two aspects, despite the importance of this type of information for prospects as well as current students. It is therefore recommended that information about admission requirements and job opportunities after graduation in HI programs should be detailed enough to enable prospects students making informed decisions about joining these programs.

Furthermore, the structure of HI study plans varies from one institution to another. However, there is inadequacy of information about the courses in these plans in that only the titles of these courses are given without any additional information such as their full description.

Likewise, the structure of the study plan of 51% of HI programs are built on only compulsory courses. Therefore, it is recommended that these programs should be revised to also consider offering optional courses. On the other hand, providing students with optional courses to choose from in some HI programs can be considered a noteworthy strength. Another strength is the variety of subject areas that these programs offer. These include subjects which relate to informatics, IT and computing, statistics, health management and practices.

In terms of emerging trends, the results of this study point to three key trends. The first one is the rise of postgraduate programs even though they are insignificant in number compared to undergraduate programs. This trend has also been noted by Hu, Sun, and Li [14]. The second trend that can be noted from the results is the adoption of an interdisciplinary approach in terms of the content of some HI programs study plan. The 'healthcare and informatics and clinical data' program which is offered as postgraduate diploma as well as a master's degree program by Helwan University in Egypt is an example to such a noteworthy approach. The third and final trend that can be seen from the results is the emergence of new subject areas. These areas which can be noted by looking at both the titles of HI programs and the content of their study plan include data analytics, data mining, artificial intelligence and machine learning, data security, quality assurance, project management and filed training.

While health informatics education has evolved over the years around the world, this evolution has been accompanied by obstacles that prevent its optimum progression. As a result, there is a set of common challenges that face the discipline's education that impede its advancement [25]. The findings of this study indicate that there are three key challenges that face HI education in the Arab world.

Firstly, updating the content of the study plans of HI programs on an annual basis to address advancements in both health and IT industry can pose a potential challenge. Secondly, providing students with study plans that accommodate different modes of learning (on campus, online, blended) can pose a likely challenge since these plans currently only consider one mode of study which is offered on campus. And finally, since the current HI programs are not internationally accredited, obtaining accreditation from recognized international or regional bodies such as the Middle East and North African Health Informatics Association (MENAHIA) [32,33] for existing or newly developed programs is a further challenge that should be taken into account by universities and colleges that currently offer or plan to offer HI programs. Accreditation is an important issue to ensure the quality of HI programs by having them assessed by international organizations. As noted by Wageih et al. [34], the International Medical Informatics Association (IMIA) is a recognized international authority in the evaluation of health informatics programs. They have emphasized the importance of considering international accreditation of existing HI programs in Arab universities. They have pointed out that academic staff of accredited programs will have the chance to engage and collaborate with other top organizations in the field, which, in turn, will have a significant influence on how these programs is implemented throughout the Arab states. They have also demonstrated to Arab universities (with a focus in Egypt) how to apply for IMIA accreditation for their programs.

However, if departmental committees in each university or college coordinate with each other to share information, perspectives, and experiences, the above challenges will become more easer to address. Such coordination will also help to open new opportunities that can be considered. These include developing joint programs, training plans, and new research directions. In light of the results of the current study, it is recommended that each Arab country establish a national HI education guidance and coordination council. This council can make use of the results of this study to further develop HI programs in terms of different aspects such as their structure, learning outcomes, and core courses.

6. Conclusions

There is a growing body of literature about health informatics on a global scale. Studies about health informatics in developing countries are still limited. This study is the first to assess and evaluate different HI programs offered by Arab universities and colleges. The study has analyzed 35 HI programs offered by 29 Arab universities and colleges in nine countries.

The results of the study indicate that HI programs share similarities in terms of the general goal of their learning outcomes, information about admission and job opportunities for graduates, and the recent establishment of these programs. However, the results also show differences between these programs in relation to affiliation of programs, structure of study plans, and the total number of hours of these programs.

The researcher also acknowledges that the sample of the study was limited in that it represents programs that have accessible web pages on the Internet when carrying out data collection. It is also acknowledged that information may change over time compared to when the author has collected the information. Furthermore, the findings of the present study are contextual in that they should be only considered in their geographical context and therefore they maybe not applicable to other locations. Nonetheless, the study has offered: a) an analysis of 35 HI existing programs offered by nine countries in the Arab world, b) insights about their current status and their key trends, and c) recommendations about how they can be further improved.

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Author contribution statement

The author confirms sole responsibility for the following: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation and writing.

Data availability statement

Data included in article/supp. material/referenced in article. See appendix A and appendix B.

Declaration of competing interest

The author declare that she has no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Appendix A. Links to HI programs in the Arab World which are included in the study

Program Title Degree Level URL (last access date: 4-2-2023)
Health Information Systems BSc. https://www.um.edu.sa/en/node/170
Health Information Management BSc. https://www.bpc.edu.sa/en/colleges_english/ams_college_english/ams_sections_eng/ams_mrecords_eng
Health Information Management and Technology BSc. https://www.iau.edu.sa/en/colleges/college-of-public-health/programs/bachelor-of-science-in-health-information-management-and-technology
Health Informatics BSc. https://www.jazanu.edu.sa/en/colleges/college-public-health-and-tropical-medicine/department-health-informatics/about-department
Health Information Systems BSc. https://www.ksauhs.edu.sa/English/Colleges/Cphhi/Pages/Academics/BachelorsProgramsHealthInformationSystems.aspx
Health Informatics MSc. https://www.ksauhs.edu.sa/English/Colleges/Cphhi/Pages/Academics/MasterProgramHealthInformatics2.aspx
Health Informatics BSc. https://phhi.qu.edu.sa/content/pages/53
Health Information Management BSc. https://www.saadcollege.edu.sa/?page_id=14362
Health Informatics BSc. https://seu.edu.sa/hsc/en/bachelor-programs/bachelor-in-health-informatics/
Health Information Management and Technology BSc. https://uqu.edu.sa/en/himt_phhi/App/Plans?major=1048&type=1&edition=35
Health Information Management and Technology BSc. https://www.uhb.edu.sa/Pages/CollegeDepartementDetails.aspx?Param=college&Item=75&Ref=25‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬
Health Informatics BSc. https://www.kfu.edu.sa/ar/Colleges/appliedmedical_sciences/Pages/HI_Page.aspx
Public Health and Health Informatics BSc. https://m.mu.edu.sa/en/colleges/college-of-applied-medical-sciences/174606
Health Informatics MSc. http://uoh.edu.sa/en/Subgates/Faculties/Public-Health/post-graduate/Pages/Executive-Master-of-Health-Informatics-(E-Health).aspx
Health Informatics and Information Management BSc. http://uoh.edu.sa/Subgates/Faculties/PublicHealth/Departments/HealthInformatics/Pages/About.aspx
Bioinformatics BSc. https://ksiu.edu.eg/el-tur/field-of-computer-science-and-engineering/computer-science/bioinformatics-program/
Medical Informatics BSc. https://fci.bu.edu.eg/new-programs/medical-informatics-program
Healthcare Informatics and Clinical Data Postgraduate Diploma http://pfisr.helwan.edu.eg/healthcare-informatics-and-clinical-data-program/
Healthcare Informatics and Clinical Data MSc. http://pfisr.helwan.edu.eg/healthcare-informatics-and-clinical-data-program/
Medical Informatics MSc. http://fcih.helwan.edu.eg/ar/postgraduate-studies/#Postgraduate-Guide
Medical Informatics BSc. http://fcih.helwan.edu.eg/medical-informatics-program/#major-sheet-tab
Medical Informatics BSc. http://www.fci.zu.edu.eg/medicalfci/la2e7tElbernameg.html
Health Informatics MSc. https://www.aaup.edu/ar/Academics/Graduate-Studies/Faculty-Graduate-Studies/Health-Sciences-Department/Master-Health-Informatics
Health Informatics BSc. https://www.zust.edu.ps/admissions/view-details/brnamg-almaalomaty-alshy8231
Health Informatics and Information Management BSc. http://www.hsc.edu.kw/fahs/program/Resources/HIA.pdf
Health Information Management BSc. https://ect.ac.ae/en/academics/bachelor-of-applied-health-sciences/
Health Information Management BSc. https://hct.ac.ae/en/majors/health-information-management/
Health information coding Postgraduate Diploma https://hctcatalog.hct.ac.ae/previouscatalogs/2020-2021/programmes/health-sciences/health-information-management/#text
Health Informatics BSc. https://it.limu.edu.ly/ar/health-informatics-2/
Health Information Management BSc. https://moh-hei.edu.om/web/oman-health-information-management-institute/bsc-in-health-information-management
Nursing Informatics Postgraduate Diploma https://www.aub.edu.lb/cec/Pages/nursing-informatics.aspx
Cancer Care Informatics MSc. https://www.khcc.jo/en/cancer-care-informatics
Biomedical Informatics Engineering BSc. https://hijjawi.yu.edu.jo/index.php/bme/courses-informatics
Health Information Technology MSc. https://psut.edu.jo/content/msc-health-information-technology-about
Health Informatics MSc. https://www.just.edu.jo/FacultiesandDepartments/it/Pages/viewplan.aspx?planno=485
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Appendix B. An Excel file of all HI programs in the Arab World which are included in the study

https://docs.google.com/spreadsheets/d/1ttLPxxiFpbJ9r84CJXvVshtaGMu8ntM7/edit?usp=sharing&ouid=115444107810447262002&rtpof=true&sd=true.

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Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Data Availability Statement

Data included in article/supp. material/referenced in article. See appendix A and appendix B.

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