. 2019 Mar 30;9(3):e025460. doi: 10.1136/bmjopen-2018-025460

Table 1.

Scoping review curricula for health informatics competencies for postgraduate doctors

First author/reference	Year of publication	Country	Curricula type	Target audience	Intended setting	Aims	Methodology
Cameron⁴⁸	1998	Canada	Clinical	Doctors	Workplace	To initiate a national curriculum in HI.	Small email discussion group of academic clinicians reaching consensus.
van Bemmel⁵³	1998	Netherlands	Academic	Health professionals (undergraduate and postgraduate)	University: undergraduate and postgraduate	To 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	1998	Germany	Academic (MSc)	Health and healthcare information technology professionals	University	To 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	1999	USA	Clinical	Health and healthcare information technology professionals	Workplace	To develop HI competencies for health and non-health professionals.	3-day workshop and consensus to build up curriculum iteratively.
Gardner⁴³	2001	USA	Academic	Health professionals	University	To 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	2001	Netherlands	Academic (MSc)	Undergraduate and postgraduate but not restricted to health professionals	University	To 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	2001	Canada	Comprehensive	Health and healthcare information technology professionals	Workplace	To 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	2002	USA	Academic (MSc+PhD)	Mainly doctors seeking higher degrees	University	To review research and educational programmes in HI at Columbia University.	Consensus and experience.
Haux⁵²	2002	Germany	Academic (MSc)	Health professionals	University	To 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	2003	USA	Academic	Biomedical informatics professionals	University taught but unsure if workplace focused	To define a curriculum for HI professionals.	Consensus and application of three competency domains: Formal: mathematical and technical methods. Empirical: cognitive, behavioural and organisational aspects of information systems. Applied: formal and empirical domains used to solve problems in biology, physiology and patient care.
Garde⁵⁵	2006	Australia	Comprehensive	To all professionals in HI	Workplace	To provide guidance for ‘good’ HI education across different roles in HI (users; deployers; and researchers and/or developers).	Consensus.
Jaspers⁵⁶	2007	Netherlands, USA and Germany	Academic (short course)	Undergraduate and postgraduate doctors	University	To 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	2008	USA	Clinical	Health and healthcare information technology professionals	Workplace	To provide core HI competencies for a wide range of professionals in education and practice.	Consensus guideline that produced a core competencies matrix tool.
Safran⁴¹	2009	USA	Clinical	Doctors	Workplace	To define a programme for subspecialty in clinical informatics.	Develop curricular content approved by AMIA board of directors through consensus.
Gardner⁴⁷	2009	USA	Clinical	Doctors	Workplace	To 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	2011	USA	Academic	Doctors	University	To 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	2012	USA	Academic	Health and healthcare information technology professionals	University	To 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	2012	Canada	Comprehensive	Health and healthcare information technology professionals	Workplace	To 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	2013	USA	Clinical	Doctors	Workplace	To integrate HI competencies with postgraduate medical curricula.	Consensus in line with Accreditation Council for Graduate Medical Education Common Programme Requirements.
Valerius⁴⁵	2015	USA	Academic	Health and healthcare information technology professionals	University	To 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	2017	USA	Clinical+academic	Health and healthcare information technology professionals	Online	To 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.