Health Informatics

Course Director: Arindam RoyChoudhury, Ph.D.

An introduction to the fundamentals of biostatistics with primary emphasis on understanding of statistical concepts behind data analytic principles. This course will be accompanied with a Stata lab to explore, visualize and perform statistical analysis with data. Lectures and discussions will focus on the following: exploratory data analysis; basic concepts of statistics; construction of hypothesis tests and confidence intervals; the development of statistical methods for analyzing data; and development of mathematical models used to relate a response variable to explanatory or descriptive variables.

Course Director: Yiye Zhang, Ph.D.

Health informatics is the body of knowledge that concerns the acquisition, storage, management and use of information in, about and for human health, and the design and management of related information systems to advance the understanding and practice of healthcare, public health, consumer health and biomedical research. The discipline of health informatics sits at the intersection of several fields of research – including health and biomedical science, information and computer science, and sociotechnical and cognitive sciences. In recent years we have witnessed how the collection, storage and usage of digital health data has exponentially grown. Increases in the complexity of health information systems have driven growth in demand for a specialized workforce. This course introduces the field of health informatics and provides students with the basic knowledge and skills to pursue a professional career in this field and apply informatics methods and tools in their health professional practice.

Course Director: Jessica Ancker, Ph.D., M.P.H.

Informatics innovations have their desired impact only when they have high quality, are highly usable, are integrated into their organizational setting, and are widely adopted and used. That makes it critical for informatics students to understand not only how informatics innovations work, but also the users and settings in which they are used. Students will learn methods and models for: measuring data and system quality; assessing and predicting technology adoption (what makes technology sticky?); improving human-computer interaction via human factors engineering; understanding organizational and systemic challenges in the real world; influencing patients’ health behavior and decisions; and assessing quality, safety, and cost outcomes using health services research study designs. In this mixed methods course, students will gain experience using both quantitative and qualitative methods.

Course Director: Fei Wang, Ph.D.

Introduces students to a variety of analytic methods for health data using computational tools. The course covers topics in data mining, machine learning, classification, clustering and prediction. Students engage in hands-on exercises using a popular collection of data mining algorithms.

Course Director: Jyoti Pathak, Ph.D.

In modern healthcare. exchange of clinical data across multiple stakeholders — between healthcare organizations, between providers and patients, and among agencies and governmental entities — is pivotal. Health information standards provide the “backbone” to achieve uniform data interoperability and exchange across multiple heterogeneous systems. This course will introduce existing and emerging clinical data modeling, terminology and knowledge representation standards.

Course Director: Yiye Zhang, Ph.D.

This course introduces students to the field of natural language processing (NLP), applied to the health domain. NLP focuses on text data, which lacks the structure of conventional tabular data. In the health domain text is abundant in electronic health records, the medical literature and on the Web. Important applications of NLP include information extraction (pulling facts out of text) and information retrieval (searching through a collection of texts). The course presents methods for working with text: identifying the elements (words and symbols), recognizing sentence boundaries, parsing syntactic structures, assigning meaning, and establishing the structure of the discourse as a whole. The students build skills with these methods through laboratory work.

Course Directors: Sameer Malhotra, M.B.B.S., M.A. 

Prerequisites: Introduction to Health Informatics

Clinical information systems such as electronic health records are central to modern healthcare. This course introduces students to the complex infrastructure of clinical information systems, technologies used to improve healthcare quality and safety (including clinical decision support and electronic ordering), and policies surrounding health information technology.

Course Directors: Yiye Zhang, Ph.D. 

Introduces students to a variety of analytic methods for health data using computational tools. The course covers topics in data mining, machine learning, classification, clustering and prediction. Students engage in hands-on exercises using a popular collection of data mining algorithms.

Course Director: Ruth Masterson Creber, Ph.D., M.Sc.

Consumer health informatics (CHI) is the study of consumer information needs and technologies that provide consumers with the information they need to be more engaged in self-care and healthcare. This introductory CHI course will present an overview of theories of health and information behavior; key concepts and terminology; and main application domains. We will explore how health behavior theories provide a framework for explaining consumers’ health behaviors and how CHI tools that are built with a theoretical foundation can promote health behavior change. The course will cover CHI applications in major application domains including electronic patient portals, mobile health (mHealth), and telehealth. Students will learn how to assess end-user needs and technological practices of potential users who experience health information and technological disparities. Students will also learn how to design for end-users, evaluate CHI applications and research.

This is the culminating capstone course of all masters-level graduate education programs. It has two aims: (1) helping students to discover and develop new and effective ways of managing and working together with all the stakeholders within the healthcare field and (2) helping accelerate a student's development of the context awareness, integrative management, and industry skills that are needed to lead in a rapidly changing healthcare sector. This capstone course puts students in a new organization, one they don’t already know well, and gives them the chance to practice hitting the ground running. This culminating course provides a deeper preparation for the next stages of a student's career. The capstone project will last the entire year: the first term involves matching students with the right project, the second term has students working with their client, and the third term consists of a detailed report and final presentation in front of the client as well as faculty and fellow classmates.

This is the culminating capstone course of all masters-level graduate education programs. It has two aims: (1) helping students to discover and develop new and effective ways of managing and working together with all the stakeholders within the healthcare field and (2) helping accelerate a student's development of the context awareness, integrative management, and industry skills that are needed to lead in a rapidly changing healthcare sector. This capstone course puts students in a new organization, one they don’t already know well, and gives them the chance to practice hitting the ground running. This culminating course provides a deeper preparation for the next stages of a student's career. The capstone project will last the entire year: the first term involves matching students with the right project, the second term has students working with their client, and the third term consists of a detailed report and final presentation in front of the client as well as faculty and fellow classmates.

This is the culminating capstone course of all masters-level graduate education programs. It has two aims: (1) helping students to discover and develop new and effective ways of managing and working together with all the stakeholders within the healthcare field and (2) helping accelerate a student's development of the context awareness, integrative management, and industry skills that are needed to lead in a rapidly changing healthcare sector. This capstone course puts students in a new organization, one they don’t already know well, and gives them the chance to practice hitting the ground running. This culminating course provides a deeper preparation for the next stages of a student's career. The capstone project will last the entire year: the first term involves matching students with the right project, the second term has students working with their client, and the third term consists of a detailed report and final presentation in front of the client asCou well as faculty and fellow classmates.