Health Information Management

Health information management is the practice of managing medical information vital to providing quality patient care, sound fiscal management of medical resources, and data governance supporting confidentiality of patient records. Management of this data includes acquisition, analysis, and protection of digital and traditional types of information.

Health Information Management Accreditation

Health Information Management education occurs in academic programs awarding associate, baccalaureate, and master’s degrees. Each of these degree programs has a set of accreditation standards that ensure the quality of the education. Graduation from these education programs are the beginning of a career in health information management.

Health Information Management professionals may practice in health care, health information systems industry, health information management education programs, health finance and billing services, and health information standards and policy development. Their practice connects clinical, operational, and administrative functions in health care. They work on the classification of disease and interventions to ensure their standardization for use in clinical, financial, and legal purposes.

Standards – Future Education Model (FEM)

Health Informatics Accreditation Standards

Future Education Model

CAHIIM is leading the development and validation of new competencies; and are revising the HIM Education Accreditation Standards to support an evolving competency-based education(CBE) framework.

The goal of the initiative is to develop and validate a new set of competencies and accreditation standards for each HIM degree level, ensuring role delineation, future practice relevance, and alignment with a new competency-based framework.

For all questions, needs, or concerns related to the Future Education Model (FEM), please click the link below to submit your question to CAHIIM.

FEM Questions

Accreditation Standards

CAHIIM recently released the new HIM Accreditation Standards and associated competencies for all degree levels. Education programs will work to full compliance with the new accreditation standards by September 2026.

To support the transition of this new education model, CAHIIM will offer training sessions and accreditation guidance materials and is launching a Future Education Model (FEM) Demonstration Program.

Associate degree 2026 Standards and Compliance Guide

baccalaureate degree 2026 Standards and Compliance Guide

masters degree 2026 Standards and Compliance Guide

Virtual Workshop

All CAHIIM Accredited HIM programs will be required to participate in a virtual workshop which will provide guidance to programs as they implement the new CAHIIM Accreditation Standards and competencies. Each accredited program can register two individuals from the institution to participate in the workshop (i.e Program Director and Faculty Member). Registration for the following dates opened in April 2024. Three training sessions took place in August, and the following virtual trainings will be held on:

September 10, 2024 @ 10:00am – 3:30pm Central Time
September 13, 2024 @ 10:00am – 3:30pm Central Time
September 17, 2024 @ 10:00am – 3:30pm Central Time
October 8, 2024 @ 10:00am – 3:30pm Central Time
October 10, 2024 @ 10:00am – 3:30pm Central Time
October 16, 2024 @ 10:00am – 3:30pm Central Time

The new HIM Accreditation Standards are founded on key principles of CBE. Which include:

monitoring students’ attainment of the competencies throughout the program.
introducing innovative and creative ways to engage students in experiential learning and professional practice experience.
integrating formative and summative assessments.
aligning competency-based assessments with the Miller Pyramid.

Competency-based Education (CBE) Recommended Readings

Al-Eraky, M., & Marei, H. (2016). A fresh look at Miller’s Pyramid: Assessment at the‘is’ and‘do’ levels. Medical Education, 50(12), 1253–1257. https://doi.org/10.1111/medu.13101

Competency-Based Education Network. (2017, September). Quality Framework for competency- based education programs – C-ben. https://www.cbenetwork.org/wp-content/uploads/2018/09/1st_button_CBE17016__Quality_Framework_Update.pdf

Rivers, C., & Sebesta, J. A. (2017). “Right on the money”: CBE Student Satisfaction and postgraduation outcomes. The Journal of Competency-Based Education, 2(2). https://doi.org/10.1002/cbe2.1042

FEM Demonstration Program

HIM Future Education Model (FEM) Demonstration Program

CAHIIM invites Future Education Model Program applications starting August 2 to October 9, 2024.

CAHIIM is inviting existing and new HIM associate, baccalaureate, and master’s level degree programs to participate in a demonstration program as early adopters of the Future Education Model HIM Accreditation Standards.

Selected FEM Demonstration Programs will gain early access to the HIM Accreditation Standards guidance materials and Competencies and will complete their reaccreditation process in 2025.

All HIM programs will need to comply with the new standards by Fall 2026 and will be offered training. However, their reaccreditation schedule will remain unchanged.

Apply to become an fem demonstration program

Opportunities & Requirements

FEM Demonstration Program Opportunities & Requirements

The purpose of the demonstration program is to create a community of early adopters to inform future HIM education through the mutual sharing of knowledge between the program, CAHIIM and professional partners. Demonstration Programs will be the first group of programs to be trained in competency-based education (CBE), implement the new future education model and engage in the CAHIIM reaccreditation process.

To support a transparent and fair process the demonstration programs and the sponsoring education institution will agree to participate in the reaccreditation process which includes paying the reaccreditation fee (“Comprehensive Program Review Fee”) of $8,300. More information regarding fees can be found here.

If the program receives reaccreditation as a demonstration program, it will adjust its program reaccreditation cycle that was originally granted by CAHIIM. For example: If the demonstration program receives reaccreditation in the 4^th quarter of 2025 the new cycle would be 2032-2033 for reaccreditation.

Face-to-Face Training

In addition to the various virtual trainings that are mandatory for the demonstration programs, there will be one mandatory face-to-face training session. The details for the face-to-face training are as follows:

There will NOT be an expense for the program to register for the face-to-face training.

LOCATION: Frisco, TX

DATE for Cohort 1: TBA (Early-Mid April, 2024)

DATE for Cohort 2: TBA (Early-Mid April, 2024)

The program is responsible for travel, hotel and dinner expenses for the in-person training session.

Programs may invite one additional person to attend the session and be responsible for travel expenses.

Demonstration Program Site Visit

Demonstration programs in Cohort 1 are required to submit their self-assessment under the 2025 HIM Accreditation Standards on September 30, 2024. Demonstration programs in Cohort 2 are required to submit their self-assessment under the 2025 HIM Accreditation Standards on November 20, 2024. Programs will be trained on the new standard requirements and the required documentation during the required trainings.
The program will select either a face-to-face site visit or a virtual site visit within the application to be a demonstration program. The site visit date will be given to the program if they are accepted as a demonstration program.
The site visit team will consist of 3 representatives to conduct the site visit, whether that be face-to-face site visit or a virtual site visit.
The program is responsible for costs for airfare, hotel, meal and other travel related costs associated with the face-to-face site visit option.

Leaders in HIM future education Model

To support knowledge translation through scholarly activities and to measure student outcomes under this new HIM education model, HIM programs will:

be invited to present and share program ideas at the CAHIIM Townhalls and the 2024 and 2025 CAHIIM Summit.
be invited to participate in online forums to share ideas and materials amongst programs and pose questions to CAHIIM and other program directors.
facilitate data collection from students, faculty, adjunct staff, employers and PPE supervisors to measure student outcomes and perceived success of the new HIM education model. As well as identify barriers and evidence-based practices in developing and delivering CBE for HIM education.
help establish new student outcome measures and submit data according to the 2025 HIM Accreditation Standards.

Benefits

Training & Coaching

Access competency-based education (CBE) support materials.
Participation in virtual and online training on CBE, competency assessment planning, and ways to meet the Future Education Model Accreditation Standards.
This is an opportunity to develop a new HIM degree program with guidance from CAHIIM and under the new competencies.

National Recognition

Recognition as a leader in the implementation of the Future Education Model through showcasing demonstrator program models and materials at CAHIIM Town Hall.
Opportunity to promote your organization as a leader and early adaptor of the FEM HIM Accreditation Standards and one of the first Future Education Model accredited programs.
HIM is joining other health professions that have transitioned to the competency-based education (CBE) model, such as dietetics, physical therapy, speech-language pathology, occupational therapy, audiology, nursing, and pharmacy.

Networking Opportunities

Membership in a network of educators who are exploring and sharing different ways in which the FEM HIM Accreditation Standards are being implemented and evaluated.
Participation in tele-networking and virtual meetings with other demonstration program directors to discuss challenges and successes and help shape revisions to the competencies and support materials.

Evaluation

Participation in the evaluation of the FEM HIM Accreditation Standards and measurement of the HIM student outcomes.
Access to collated data from demonstration programs to inform enhancements of your program and student outcomes.

Student Outcomes

The curriculum is guided by the competencies and the performance indicators, which clearly define the expected level of competence for academic achievement and future practice.
Employers see potential value in job applicants who study within a competency-based education (CBE) model as
- the program aligns academics with the skills they seek in their employees;
- prepares students for work readiness through integrated experiential learning and self-reflection; and
- ensures students gain competence in soft skills (e.g., communication and leadership skills, critical thinking and inquiry), attributes that are seen as an asset by employers.

Initial Accreditation

Health Informatics Initial Accreditation

describes initial health information management accreditation process

Introduction

Prior to the application process, a sponsoring institution must develop a program that meets the professional curriculum content and quality of the program as measured by the Health Information Management (HIM) Accreditation Standards and Program administrators must ensure that the program is sustainable per its resource and needs assessment. The program must be developed to ensure stability professionally and financially.

Candidacy Status Application Process

Conditions for Pre-Application

Timing: Program assesses readiness for application for accreditation.

The following requirements must be met or completed during this stage in development and when submitting an application:

Program Director: Have hired a permanent Program Director that meets the minimum qualifications in the Standards for a Program Director. The position must be full time throughout the application process.

Full-Time Faculty Member: The full-time faculty member must be fully dedicated to the program.

Applicant Program Campus: The program and campus applying for accreditation must award the degree which includes online applicant campuses.

Other campus institutional requirements: The sponsoring institution is accredited by a regional or national accrediting institutional organization recognized by the U.S. Department of Education (USDE) to offer a degree or the sponsoring institution accredited by a national accreditor with USDE provisions their Grant for Accreditation for establishing eligibility to participate in Title IV programs. Upon request, the applying campus program must provide the OPEID number assigned by the U.S. Department of Education as proof of participation for financial aid. State Board of Education approvals must also be completed.

Step 1. Letter of Intent & Credentialing Disclaimer

Once the program verifies that it meets the minimum requirements for application and has begun enrollments, the program’s President / CEO submits the letter of intent describing its readiness to pursue accreditation.

Content Description:

Describe support for the program.
State reasons for the program inception or program need.
Confirm state and institutional authority to provide the degree granting program.
Indicate the month and year of the program launch.
Indicate projected month and year of first graduation class.

Credentialing Disclaimer

In addition to the Letter of Intent, programs must sign the Credentialing Disclaimer statement found here. The document must be signed by someone with signing authority at the institution.

Letters of Intent and the signed Credentialing Disclaimer statement should be submitted to George Payan, Accreditation Operations Manager, at george.payan@cahiim.org

Step 2: Program Submits Application

Programs will be invoiced an application fee when submitting their application for accreditation, prior to acceptance into candidacy. Please refer to the Fee Schedule for up-to-date information about fees.

When applying for CAHIIM accreditation there are 6 required documents that must be completed prior to the submission to CAHIIM:

1. Synopsis of Curriculum

List all required courses in the curriculum (general education and the professional course) for each specific quarter/trimester/semester within the total curriculum sequence.

2. Syllabi (2)

Please submit a sample syllabus for a core Health Information Management course from the final phase of the program.

Additionally, programs must submit the syllabus for their required Professional Practice Experience (PPE) course.

3. Course Descriptions

Please submit course descriptions for all core Health Information Management courses from the institution’s catalog.

4. Curriculum Vitae for the Program Director

Current employment must be up-to-date.

5. Curriculum Vitae for the Full-Time Faculty Member

Faculty member must be teaching in the program. Current employment must be up-to-date.

6. Profile Page

The profile page is a PDF document which provides CAHIIM with all contact information for the program.

The blank, fill-able PDF can be downloaded by clicking the link below.

Download profile page

Once all documents are completed, email them to the following email address: HIMApplicationSubmission@cahiim.org

Once the application is submitted, programs will be invoiced the application fee. Please refer to the Fee Schedule for up-to-date information about fees.

Step 3: Application Reviewed for Candidacy Eligibity

The application will be reviewed upon receipt of all application requirements by CAHIIM staff. An assessment will be provided within 90 days of receipt of application. Program may be requested to provide additional information or clarification.

CAHIIM senior staff reserves the right to make final administrative decisions of a program’s application status with CAHIIM.

Step 4: Candidacy Status Granted

Denied: An application may be rejected if it does not meet the conditions for application or there are documented issues of non compliance with the Standards at anytime.

Accepted: If program is accepted into Candidacy Status, an EPC code & Self-Assessment due date is assigned and the Candidacy status fee is invoiced.

CAHIIM Candidacy Status Description – An application stage while the Candidate program is allowed to complete the Self Assessment information and documentation in the online system.

An applicant program allowed into Candidacy Status is:

1. Assigned a CAHIIM Educational Program Code (EPC)

2. Assigned a Self Assessment Due Date (1 year from date of when Candidacy Status was achieved)

3. Assigned a Candidacy Status expiration date (2 years from date of when Candidacy Status was achieved)

4. Sent Invoice for the Candidacy Status Fee

Expiration of Candidacy Status

This status will be terminated if it is found that the Requirements for Candidacy have not been maintained at any time or the maximum 2-year period has elapsed. If the program has been informed of this action, the program must reapply by submitting a new Application for Candidacy

Step 5: Program Submits Self-Assessment

The program’s Self-Assessment is due by the date provided in the Candidacy Status notification letter or a late fee is assessed. We encourage early Self-Assessment submissions.

Online Content Delivery

Academic technologies, software applications and simulations, and online or web-enhanced courses, have a significant role in the learning environment. To fairly evaluate online content the program must provide CAHIIM with full access to all online course content and relevant education applications used to deliver this content.

Helpful Tips:

1. Remove text formatting using a Text editor or Notepad software.
2. PDF documents should be uploaded unless its a specific CAHIIM form.

CAHIIM Process Forms

Step 6: Self-Assessment Reviewed

A formal staff review and assessment of the information submitted. CAHIIM’s preliminary assessment will be provided within 90 days. A request for clarification or additional information may be requested and is reviewed by CAHIIM quality education staff in the order received. The program’s site visit date is coordinated during this time.

Step 7: Site Visit Conducted

The site visit of the program verifies the accuracy of documentation submitted by the program. The site visit team will meet with program officials to seek conformity with the CAHIIM Accreditation Standards. After the site visit is concluded the site visit team will complete a Site Visit Report that is generated within 10 days of the conclusion of the visit.

The program is invoiced the Site Visit Fee once the program approves the site visit team.

Download the following documents for this stage:
1. Site Visit Checklist
2. Site Visit Itinerary Template

Step 8: Program’s Response to Site Visit Report

A formal response to the site visit results is requested from the program director within 30 days.

Step 9: Accreditation Council Review

The CAHIIM accreditation council reviews program’s response to the site visit report to verify compliance with the CAHIIM Accreditation Standards. The Council makes a recommendation motion for the program’s accreditation status. Any program may be awarded a 6 month Progress Report to be submitted if there exists Standard deficiencies that remain that require time for implementation. This information will be required to be completed in the CAHIIM Accreditation System by the CAHIIM specified due date.

Step 10: Board of Directors Review

The CAHIIM Board of Directors reviews the recommendation motion presented by the council and makes the final vote on the program’s accreditation status. The program is notified of decision within 10 days.

Step 11: Progress Report

In order to maintain accreditation status the program must submit a 6 month progress report that satisfies the remaining Standard deficiencies that resulted from the review process.

The Board Report will reflect the current Not Met or Partial Met Standard deficiencies that require the institution’s attention and provides guidelines for resolution and evidence of implementation in order to achieve full compliance for the program.

Progress Report Deficiency Validation Tool template: This format must be used for completing partial met and not met curricula considerations for Standard 18.

Failure to submit this report by the due date may place the program on Administrative Probationary Accreditation. An unsatisfactory progress report or a Substantive Change in Program Director during the progress report process may result in a Focused Review and site visit of the program.

Situations that Adversely Affect the Application Process

Change in Program Director: A change in program director is prohibited during the application process and will lead to removal of Candidate Status and application rejected if the Self Assessment stage has already been submitted.

A stable program with no deficiencies may appoint a new permanent program director that is a full time faculty person that meets the qualifications of Program Director in the Standards. The new program director candidate must have been employed and have had involvement in the program for a minimum of 12 months.

Continuing Accreditation

Health Information Management Continuing Accreditation

Introduction

Accredited programs will undergo the annual reporting and monitoring process through the Annual Program Assessment Report (APAR). Additionally under the Standard for Administrative Requirements for Maintaining Accreditation the program must participate in a CAHIIM Comprehensive Accreditation Review with a site visit as determined by CAHIIM. Programs may also be assigned a Focus Review if APAR outcomes consistently trend below an unacceptable level or there is credible evidence of noncompliance within the Standards.

CAS (CAHIIM Accreditation System) is the online system for Comprehensive Accreditation Review for Continuing Accreditation applicants. Upon notification of the review process the program is immediately provided access to the Self-Assessment stage and must complete all questions and Items of Evidence by the provided Due Date.

Self-Assessment Stage: Program Submits information Based on the Standards

Required Forms for completion and file uploads in this stage:

1. Program Evaluation Plan (required template for Standard #3. Program Effectiveness Measures)
2. Budget Template (required template for Standard #16. Financial Support)
3. Synopsis of Curriculum (required template for Standard #18. Curriculum)
4. Curriculum Requirements (required for Standard #18. Curriculum) Complete the applicable template mapping program courses to required curriculum content.
5. Learning Management System (required template for Standard #18. Curriculum)

Online Content Delivery

CAHIIM Review

A formal staff review and assessment of the information submitted. An assessment will be provided within 90 days. A request for clarification or additional information may be requested and is reviewed by CAHIIM quality education staff in the order received.

Site Visit

The site visit of the program verifies the accuracy of documentation submitted by the program. The site visit team will meet with program officials to seek conformity with the CAHIIM Accreditation Standards. After the site visit is concluded the site visit team will complete a Site Visit Report stage in the CAHIIM Accreditation System (CAS).

Download the following documents for this stage:
1. Site Visit Checklist
2. Site Visit Itinerary Template

Program Response

A formal response to the site visit results is requested from the program director within 30 days.

Council and Board Review

An accreditation recommendation and accreditation decision is provided to the program at the next available meetings. Any program may be awarded a 6 month Progress Report to be submitted if there exists Standard deficiencies that remain that require time for implementation. This information will be required to be completed in the CAHIIM Accreditation System by the CAHIIM specified due date.

Progress Report Requirement

In order to maintain accreditation status the program must submit a progress report that satisfies the remaining Standard deficiencies that resulted from the review process.

The Board Report will reflect the current Not Met or Partial Met Standard deficiencies that require the institution’s attention and provides guidelines for resolution and evidence of implementation in order to achieve full compliance for the program.

Progress Report Deficiency Validation Tool template: This format must be used for completing partial met and not met curricula considerations for Standard 18.

Failure to submit this report by the due date may place the program on Administrative Probationary Accreditation. An unsatisfactory progress report or a Substantive Change in Program Director during the progress report process may result in a Focused Review and site visit of the program.

Information Regarding Access to and Retention of Documentation in the CAHIIM Accreditation System (CAS)

Programs need to print copies of each section of the self-assessment in the CAHIIM Accreditation System (CAS) while going through the continuing accreditation process. Access to CAS is terminated after the program receives a final accreditation decision and Standard deficiencies noted in the Progress Report, if applicable, have been resolved. Documents are not permanently accessible and may not be available on short notice. If a program needs copies of the self-assessment submissions, at least 30 days’ notice must be given to CAHIIM and fees will apply for reproduction and shipping of the documentation.

Situations that Adversely Affect the Application Process

Change in Program Director: A change in program director is prohibited during the application process and will lead to removal of Candidate Status and application rejected if the Self Assessment stage has already been submitted in the CAHIIM Accreditation System.

Accredited programs must notify CAHIIM within 30 days of a change in program director. The program
may identify the new Director as one of the following:

• Permanent Program Director: a candidate that does meet the qualifications of the position as
stated in the CAHIIM Accreditation Standards.

• Interim Program Director: a candidate that does meet the qualifications of the position as stated
in the CAHIIM Accreditation Standards, and a search process is in progress for a permanent
candidate.

• Acting Program Director: a candidate that does not meet the qualifications of the position as
stated in the CAHIIM Accreditation Standards, and a search process is in progress for a
permanent candidate.

Complete the form at this link including all steps for a Permanent, Interim or Acting Program Director.

Payment: An invoice will be sent for the $250 Substantive Change Fee after the approval of the Program
Director change form has been completed and a confirmation letter is provided.

Website Requirements

Website Publication Requirements

CAHIIM is recognized by the Council for Higher Education Accreditation (CHEA). As part of that recognition, accredited programs are required to publish student outcomes, in addition to our other public disclosure requirements.

The following items must be located on the main “landing page” for the academic program, rather than on sub-pages which require clicking a link from the landing page. It is, however, acceptable for this information to exist on expandable/collapsible sections of the landing page.

Programs submit the link to their landing page as part of their Annual Program Assessment Report (APAR).

For questions about these requirements, please contact info@cahiim.org.

Required Items

1. CAHIIM Seal

To obtain a copy of this image file, log into the APAR system and clicking “Resources”, then “CAHIIM accredited Logo graphic files.zip”

2. Accreditation Statement

The [HEALTH INFORMATION MANAGEMENT/HEALTH INFORMATICS] accreditor of [COLLEGE NAME] is the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). The College’s accreditation for [ASSOCIATE/BACCALAUREATE/MASTER] degree in [HEALTH INFORMATION MANAGEMENT/HEALTH INFORMATICS] has been reaffirmed through [YEAR OF NEXT ACCREDITATON CYCLE]. All inquiries about the program’s accreditation status should be directed by mail to CAHIIM, 200 East Randolph Street, Suite 5100, Chicago, IL, 60601; by phone at (312) 235-3255; or by email at info@cahiim.org.

3. Student achievement/outcomes

Program must post program graduation rate AND employment rate, as well as at least one (1) of the following:

i. retention rate
ii. academic transfer
iii. graduate school entry
iv. 4-year undergraduate program entry/ Academic progression rate
v. student satisfaction rate
vi. certification exam pass rate (if applicable)

These outcomes must list the date and can be no older than the last full academic year.

Program can post as many more outcomes as desired; these are minimum requirements.

Definitions

CAHIIM does not require programs to use the following definitions, as these will not be applicable to all programs. If a program’s institution defines a particular rate in a different way, the program may use their institutional definition. The following definitions serve as examples.

Graduation rate – the percentage of a school’s first-time, first-year undergraduate students who complete their program within 150% of the published time for the program. For example, for a four-year degree program, entering students who complete within six years are counted as graduates (Definition from FAFSA). This cannot simply be a total number of graduates; it must be a rate.

Employment rate – the percentage of graduates from a program who are employed within a specified time frame. Program must specify the time frame (Ex. Within 6 months of graduation). Generally, graduates pursuing further education are not included in the total. For example: A program with 4 graduates, where 2 gained employment and 2 entered a graduate program would report a 100% (2/2) employment rate. Programs may choose to differentiate employment rate within a related field (healthcare) from the overall employment rate.

Retention rate – the percentage of a school’s first-time, first-year undergraduate students who continue at that school the next year. For example, a student who studies full-time in the fall semester and keeps on studying in the program in the next fall semester is counted in this rate (Definition from FAFSA).

Academic transfer – the percentage of a school’s first-time, first-year undergraduate students who transfer to another college within 150% of the published time for the program. For example, a student who is in a four-year degree program is counted as a transfer if the student goes to another college within six years (Definition from FAFSA).

Graduate school entry rate/4-yr undergraduate program entry – the percentage of a school’s graduates who enter a graduate program upon completion of the program.

4-year undergraduate program entry rate/Academic progression rate – the percentage of a school’s graduates who progress to a 4-year undergraduate program upon completion.

Student satisfaction rate – the percentage of students who have acknowledged satisfaction with their educational experience in the program, based on a student satisfaction survey.

Certification exam pass rate – the percentage of students who tested and passed the applicable certification exam for the program. For example, the pass rate for RHIT (Associate HIM programs) or RHIA (Baccalaureate HIM programs). NOTE: There is currently no applicable certification exam for Health Informatics programs.

CAHIIM Accreditation Manual

For more information about CAHIIM’s Standards revision process, refer to CAHIIM Accreditation Manual.

CAHIIM Accreditation Manual

Credentialing Disclaimer

CAHIIM accredits programs in Health Information Management, Health Informatics, Health Sciences, Digital Health, and various other disciplines. Once granted, CAHIIM accreditation will not guarantee or otherwise ensure student eligibility for credentialing examinations. All such matters are determined solely by credential-granting organizations. Consequently, any detrimental or other reliance to the contrary shall not be the responsibility of CAHIIM or its representatives, and it therefore will not owe any resulting liability to the School or its students.