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Value, Structure, and Curriculum in US Graduate Health Informatics Programs: Cross-Sectional Study.

Suhila Sawesi1, Diane M Dolezel2, Pranitha Presingu1

  • 1Health and Bioinformatics Program, Department of Information Sciences and Technologies (IST), College of Computing, Grand Valley State University, 333 Michigan Street NE, Grand Rapids, MI, 49503, United States, 1 616-331-7827 ext 17827.

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Summary
This summary is machine-generated.

Accreditation did not impact curriculum breadth in US graduate health informatics programs. Program delivery format and internship requirements influenced credit load and cost, suggesting a need for greater transparency in tuition and program structure to improve educational value.

Keywords:
Human Capital Theoryaccreditationcurriculumeducationgraduatehealth informaticstuition

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Area of Science:

  • Health Informatics Education
  • Higher Education Policy
  • Educational Technology

Background:

  • US graduate health informatics programs exhibit significant variability in cost, curriculum, and design.
  • The impact of these variations on affordability, accreditation, and workforce readiness remains unclear.

Purpose of the Study:

  • To evaluate the value, structure, and curriculum of US graduate health informatics programs.
  • To examine the relationship between accreditation, program design, and tuition-normalized curriculum breadth.

Main Methods:

  • A cross-sectional study analyzed data from 107 US graduate health informatics programs.
  • Publicly available data on tuition, curriculum, and program structure were collected and analyzed.
  • Statistical methods, including regression and cluster analyses, assessed relationships between program characteristics.

Main Results:

  • Program delivery formats varied, with online, hybrid, and in-person options available.
  • Accreditation status did not correlate with differences in tuition-normalized curriculum breadth.
  • Internship requirements were associated with higher credit loads compared to programs without internships.

Conclusions:

  • Accreditation does not appear to influence curriculum breadth in graduate health informatics programs.
  • Delivery format and internship requirements are key factors associated with variations in credit load and program cost.
  • Enhanced transparency in tuition and program structure is recommended to improve equity and value in health informatics education.