Overview

About the Master of Health Informatics Program

The Master of Health Informatics (MHI) is a full-time professional graduate degree program offered by the Institute of Health Policy, Management and Evaluation (IHPME) with faculty members cross-appointed from the Faculty of Information (iSchool) at the University of Toronto.

The program is designed for individuals who wish to develop and apply the knowledge and skills necessary to integrate clinical expertise with information and communication technologies in order to solve problems, drive change in health care systems and improve health outcomes.

Students in the MHI program come from a diversity of backgrounds that reflect the broad scope of the health care delivery sector itself, including:

• health sciences (e.g., physicians, nurses, lab technicians, radiologists, social workers, or other allied health professionals);
• health administration (Health Services Professionals and Administrators);
• computer and information sciences and technology (e.g., computer science specialists, health related software vendors and developers, engineers, and information technologists); and
• business system analysts from both the public and private sectors.

Applicants without this experience may also be eligible for the MHI program. If you have questions about the applicability of your experience and/or suitability for the program, we would be happy to speak with you. Consultations with program faculty can also be arranged. Please contact the Program Director.

What Skills will the MHI Provide Me?

MHI graduates are "solution architects" with the necessary clinical, technical and leadership skills to bridge the knowledge and cultural gaps that are common in the clinical and health care delivery sectors. They will be prepared for careers as health systems managers and information specialists with the ability to:

• develop strategy, create policy and inform high level decision making; 
• provide system analysis, assessment, solution architecture and project management; 
• develop, implement and manage technological applications and change across the full spectrum of the organizational, clinical and technology structures of the health and health care delivery system.

Graduates will have the knowledge and skills to comfortably function across a broad spectrum of health care domains (clinical, medical, community, technological, etc.) with an understanding of the specialized language, culture, policies, psychosocial and organizational systems particular to each area.

Full-time Learning using a Problem-based Approach

The MHI is a full-time 16-month program (4 consecutive sessions) which requires the completion of 10.0 full course equivalents (FCE). This course load includes a four month, full-time (600 hours) supervised practicum (2 FCE). A learner starting in September 2010 will complete the requirements of the degree in December 2011.

Learning in the MHI program is problem-based. Instruction takes a variety of formats, allowing learners to explore and apply subject material with assistance and guidance from faculty. Small group learning in the classroom and in workplace settings provide a highly interactive environment that allows students to benefit from each other’s experiences.

Course Content Builds on Students’ Skills

Health Informatics is a fluid and evolving discipline. As a result, students and faculty are engaged in a process of dialectical learning. Throughout the program, students will be challenged to engage course content and multiple perspectives to further “define” and develop Health Informatics and their own potential role in the discipline.

At the same time, they will develop the specialized skills required in specific Health Informatics roles and functions across the organizational, clinical and technology structures of the health and health care delivery systems.

The program begins by introducing the theoretical and foundational knowledge of HI domains. The program builds on the knowledge and skill sets present within the diverse student group; students will be both learners and teachers. 

This is followed by broad survey and experiential-based courses to expand and strengthen theoretical and practical knowledge relevant to key areas in the Health Informatics discipline. Students will also participate in a four-month, supervised practicum. During this stage of their program, students will integrate previous knowledge and skills with new learnings as they define their role as a Health Informatician.

In the final stage of their program, students will participate in advanced seminars and an elective course that reflects their diverse interests, strengths and current market demand.

Outcomes and Competencies

All courses, as well as the program overall, have clearly articulated learning outcomes that, in combination, permit the student to develop specific Health Informatics competencies. Graduates will demonstrate the following learning outcomes:

• comprehensive knowledge of health care delivery policies and systems;
• understanding of how effective use of information within health systems ensure patient/consumer privacy and confidentiality and improve health and medical processes with the goal to facilitate successful outcomes for health care consumers;
• knowledge and skills required to contribute to the development of information and communication technology infrastructure supporting health care, such as point-of-care informatics applications, electronic health records and other ICT;
• ability to facilitate the design and implementation of effective and efficient methods and processes for acquiring, processing and storing data;
• ability to develop appropriate models for evaluating information systems, classification systems, health ICT systems and the quality of health information services
• analyze data, produce information and transfer knowledge that meets the needs of clinicians, managers and decision makers;
• critically analyze systemic, organizational and cultural issues associated with the implementation of e-health initiatives across the clinical, medical, community, and technological domains of health care;
• provide leadership; develop interpersonal relations; engage in conflict resolution; as well as articulate ideas with impeccable oral and written communications skills;
• manage change in health care organizations from diverse communities drawing on the social and behavioural sciences; and
• engage in the evaluation of both business and health care delivery practices focusing on structure, process and outcomes measurement and improvement.