Philip J. Kroth

Publication Date



This entry is composed of two files. The first file named UNM HSLIC BMI Fellowship Competencies 20090309_pjk.pdf' contains the competencies-based curriculum specification for the University of New Mexico Health Sciences Library and Informatics Center's Biomedical Informatics Training Program Fellowship. This fellowship consists of 2-3 years of training in biomedical informatics and includes a mentored research project. The goal of the fellowship is to produce an independently fundable junior investigator in biomedical informatics. The curriculum has been designed using well-written (and demonstrable and assessable) educational objectives in the form recommended by Robert Mager in his book 'Preparing instructional objectives', Belmont, CA.: Fearon Publishers, c1962. This document contains the list of these competencies in tabular form. The competencies are also individually 'leveled' from 0-5 to describe the level of mastery we expect our graduates to be able demonstrate upon graduation from this fellowship. (See the table with the level of mastery descriptions at the beginning of the document.) This 'modularized' system allows us to re-use these competencies for biomedical informatics curricula in other domains (e.g., in our College of Pharmacy, School of Nursing, School of Medicine, etc.) We can rapidly configure new biomedical informatics training programs by modifying the level of competency for competencies so they are appropriate for a particular program. We then can map educational resources to each of these newly leveled competencies to create the complete training program. This has the side effect of standardizing the biomedical informatics training curricula across multiple domains and for multiple levels of mastery as well as leveraging (and conserving) existing biomedical informatics educational resources. There is also a column in the table for assessment. This is currently under development. Ideally, each competency should be written in such a manner that it is clear exactly how the competency is assessed. This column is the first step in attempting to map each competency to the kind of assessment that should be performed to insure mastery of that competency. The Second file named 'BioMIT Fellowship Curricular Activity Check List 20080317_pjk.pdf' contains a list of tasks the fellow needs to complete in order to satisfy all of the educational competencies in our fellowship training program. Each of these educational tasks (or educational resources) is referenced (or mapped) back to the individual competencies of the curricular specification that the particular activity (or educational resource) satisfies. Using this method makes it easy to track each fellow's progress toward completing the fellowship as well as keeping track of the educational activities/resources needed.'

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Biomedical Informatics, Fellowship Curriculum, University of New Mexico, Health Sciences Library and Informatics Center, UNM, HSLIC