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Relationships between academic program variables and success on the Registered Health Information Administrator
Marjorie H McNeill1, Lantry L Brockmeier
1Division of Health Information Management, Florida A&M University's School of Allied Health Sciences, USA.
This study explored Health Information Administration (HIA) program components and their impact on Registered Health Information Administrator (RHIA) exam pass rates. While some correlations were significant, the overall program model did not predict exam success.
Area of Science:
- Health Informatics
- Educational Program Evaluation
- Professional Certification
Background:
- Health Information Administration (HIA) programs prepare professionals for the healthcare industry.
- The Registered Health Information Administrator (RHIA) certification is a key credential for graduates.
- Understanding factors influencing RHIA exam success is crucial for program improvement.
Purpose of the Study:
- To examine the relationship between selected HIA program components and graduate RHIA certification examination pass rates.
- To determine if specific HIA program elements influence the percentage of graduates who pass the RHIA exam.
Main Methods:
- Utilized Pearson product-moment correlation coefficients to analyze relationships.
- Employed a regression model to assess predictive capability.
- Focused on selected components of HIA programs as independent variables.
Main Results:
- Significant correlations were found between the dependent variable (RHIA pass rate) and three independent variables (program components).
- The overall regression model failed to significantly predict the percentage of graduates passing the RHIA certification examination.
- Individual program components showed varying degrees of association with exam outcomes.
Conclusions:
- While certain HIA program aspects correlate with RHIA exam performance, they do not collectively predict success.
- Further research is needed to identify the most impactful factors for RHIA certification success.
- HIA programs may need to re-evaluate curriculum and support structures based on these findings.
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