EU-US eHealth Cooperation InitiativeWorkforce Development

Panel DiscussioneHealth Forum 2014Athens, GreeceMay 12-14, 2014

Agenda

• Introduction and Background: Doug Fridsma, MD, PhD - Chief Science Officer & Director, Office of Science & Technology – Office of the National Coordinator

• Workforce Development Strategy, Plans and Methodology: Rachelle Blake, PA, MHA, CEO and President - Omni Micro and Omni Med Solutions, Physician Assistant, Clinical Informatics and Healthcare Technology Specialist

• Connecting Competencies to Curriculum: Bill Rudman PhD, RHIA, Executive Director AHIMA Foundation and Vice President of Education Visioning for the American Health Information Management Association (AHIMA)

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Interoperability of EHRs

Background: EU-US eHealth Collaboration Project Memorandum of Understanding

It started with a Memorandum of Understanding• In December 2010, the European Commission and

the US Dept. of Health and Human Services signed a Memorandum of Understanding (MOU) to: • Help facilitate more effective uses of eHealth/Health IT;• Strengthen their international relationship; and • Support global cooperation in the area of health related

information and communication technologies.

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Background: EU-US eHealth Collaboration Project

Project Vision and Roadmap

The vision and roadmap set the framework for progress• Vision– “To support an innovative collaborative community of

public- and private-sector entities working toward the shared objective of developing, deploying, and using eHealth science and technology to empower individuals, support care, improve clinical outcomes, enhance patient safety and improve the health of populations.”

• Roadmap– From the Memorandum of Understanding, a roadmap was

created to help guide the work of both the Interoperability of EHR’s and Workforce Development work streams

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Background: EU-US eHealth Collaboration Project

Work Plan• Both the United States and the European Union are currently

working to encourage broader and more effective use of Information and Communications Technology (ICT). This includes working towards:– Improvements in delivery of health services– Disease prevention– Health promotion

• To this end, the Transatlantic Economic Council is making a critical contribution to this development by: 1. Promoting interoperability of health related information and

communication technology (eHealth/health IT) products and services, and

2. Gaining improved mobility and consistent proficiency recognition for a professional workforce

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Background: EU-US eHealth Collaboration Project

Strategy

To ensure we could operationalize and achieve the Vision and the artifacts outlined in the roadmap, two high priority work streams were established:• eHealth/Health IT Interoperability • eHealth/Health IT Workforce Development

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The global community that has been working alongside our efforts include:

Community Participating and Supporting Workforce Activities

– American Health Information Management Association (AHIMA)– Coordination Actions in scientific area of Medical Education Informatics

(CAMEI) – National Health Service – UK (NHS)– United Kingdom Council for Health Informatics Professionals (UKCHIP)– Community Colleges– Federal Partners (United States)– Government Ministries (EU)– Consultants– Curriculum Development Organizations– Health Educators– Clinicians– Health Administrators– European Health Telematics Association (EHTEL) 7

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Workforce Development Community

Members represent 13 countries

• Canada• England• Finland• France• Germany• Greece• Ireland• Israel• Italy• Mexico• Norway• Scotland• United States

Workforce Development Vision

The Workforce Development work stream aims to develop a skilled Health IT workforce in the EU and US• Goal of the Workforce Development:– “Achieving a robust supply of health professionals highly

proficient in the use of health IT assuring healthcare, public health and allied professional work forces have the technology skills needed to enhance their professional experience and performance with eHealth/Health IT”

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Workforce Development MethodologyRachelle Blake

Workforce Development

Proposed Project Timeline

Kick-off eHealth Cooperation Initiative (6/20)

September May

11

June 2013

Launch Workforce Development Sub Workgroup (8/20)

January 2014

Group reaches agreement on Health IT Setting (9/12)

Group reaches agreement on Classification Schema for Competencies and Roles (11/12)

Group finalize mapping Roles to Classification Scheme Setting (01/02)

March

Finalized applying Classifications to Competencies(03/31)

Finalized first Role to Competency Mapping (4/24)

Present work at eHealth Week in Athens (5/14)

Finalize all Direct Patient Care and Research Domain mapping (7/10)

Finalize all Role to Competency Mapping (9/18)

Present at eHealth Week in Boston(early Oct)

Begin Work on needs/gap analysis, and develop solutions to bridge the gap

Begin to Draft White Paper for Peer Review and potential publication on Methodology and Process(9/4)

Begin Curriculum to Competency Analysis (11/30)

NovemberJuly 2014 September January 2015 March 2015

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Assessment of the scope, scale and characteristics of the healthcare workforce in the US and EU

Assessment of healthcare settings in the US and EU

Identify Health Care Settings and Roles in the EU and US

Collect Competencies from various EU and US Sources to evaluate and map to roles

Identify or align learning resources that promote competencies identified in the US and EU. Includes identifying/aligning educational needs and learning resources (with baseline competencies)

Create a needs analysis that looks at what current curricula and training exist, identify the gaps, and develop solutions to bridge the gap (e.g. plan to develop new curricula)

Definition and agreement of common eHealth standards of competence and professionalism

Ongoing

Ongoing

Ongoing

Completed

November 2014

March 2015

Ongoing

Workforce Development

Road Map

Overarching Work Plan

To successfully complete our activities the work group is breaking down the work into three phases

Competency Analysis

Identifying a curriculum based on

competency analysis

Definition and agreement on

common standards of competence and professionalisms

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Phase 1: Competency Analysis

The Competency Analysis consists of 5 tasks:

1. Outline scope

statement and goals/ objectives

2. Identify setting

(Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Competency Analysis

Identifying a curriculum based on

competency analysis

Definition and agreement on

common standards of competence and professionalisms

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Competency Analysis

Step 1: Outline Scope Statement

Using the MOU and the roadmap, the workgroup developed the foundation of our work through a Scope Statement….

• Scope Statement– Working to create strategies for the development of a proficient health IT

workforce and assuring healthcare, public health and allied professional work forces have the technology skills needed to enhance their professional experience and performance with eHealth/HealthIT

– http://wiki.siframework.org/Workforce+Development+Work+Group

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1. Outline scope

statement and goals/ objectives

2. Identify setting

(Acute Care selected)

3. Identify Roles in Acute Care and map EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

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Competency Analysis

Goals and Objectives…The Scope Statement established the framework for creating achievable Goals and Objectives• Assessment of the scope, scale and characteristics of the healthcare

workforce in the US and EU in terms of eHealth capabilities.• Assessment of healthcare settings in the US and EU.• Develop role-based competencies, curricula for chosen scenarios in the US

and EU. Perform analysis of competencies required by the diverse care workforce that include:– professionals in the field; – academic track for new professionals (pre-service) and those transitioning

from other health disciplines and from mainstream ICT into the health sector;– all staff in healthcare delivery, management, administration and support.– allied healthcare teams; and– health IT professionals. 1. Outline

scope statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

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The Objectives of the Workforce Development Workgroup:

• Identify or align learning resources that promote competencies identified in the US and EU.– Identify or align educational needs and learning resources (including

baseline competencies)• Create a needs analysis that examines the current curricula and

training which exists• Identify the gaps, and • Develop solutions to bridge the gap (e.g., plan to develop new

curricula)• Define and agree upon common eHealth standards of competence and

professionalism.

Competency Analysis

Goals and Objectives continued

Competency Analysis

Step 2: Identify the Setting…

We solicited several Settings where we could evaluate roles against Health IT competencies.

Selection Criteria• stable setting;• setting that does not vary too much with the scale of the facility in which

it is provided• setting that is delivered similarly in both the US and EU; and • setting with relatively common definitions on both sides of the Atlantic.

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1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Competency Analysis

Step 2: Identify the Setting…

The community suggested several Settings where we could evaluate roles against Health IT competencies.

– long-term care– ambulatory care– Rehabilitation center– Pharmacy– Acute Care– Clinics (Flu, HIV etc.)– Health record banks

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1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

– Diagnostics facilities (Facility that only performs MRIs)

– Public health agencies– Mobile Health Care (blood

banks, vaccinations)

• Short list of options (as proposed and discussed by the community) included:

Competency Analysis

Step 2: Identify the Setting continued

Acute Care Setting was selected by the community• Acute Care is defined as “a level of health care in which a patient is treated

for a brief but severe episode of illness, for conditions that are the result of disease or trauma, and during recovery from surgery”

• Acute care is generally provided in a hospital by a variety of clinical personnel using technical equipment, pharmaceuticals, and medical supplies

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1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Competency Analysis

Step 3: Identify Roles in Acute CareWe identified roles in EU and US roles in Acute care, and mapped them to their corresponding counterpartsUS Roles EU RolesAdministrative Assistant Administrative AssistantAdministrator AdministratorAdmissions Director Admissions DirectorAnesthesiologist AnesthesiologistAudiologist Hearing Aid Dispenser / Audiometric Technician

Behavioral Medicine Technician Psychiatric Rehabilitation TechnicianBereavement Coordinator Funeral Director / Undertaker / Bereavement specialist

Biomedical Technician Biomedical Technician / Technologist

Resources:• European Commission• AHIMA• NHS 21

Example taken from actual US –EU role mapping work: http://wiki.siframework.org/Workforce+Development+Work+Group

1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Competency Analysis

Step 3: Classify Roles in Acute CareWe categorized the roles into three classifications:

• Domain (5) – 1. Direct Patient Care – 2. Administration, Management, Legal – 3. Engineering and

Information Systems - 4. Informatics - 5. Research• Settings (2)

– 1. Clinical - 2. Non Clinical• Skill Level (4)

– 1. Basic - 2. Intermediate - 3. Advanced - 4. Expert

Example taken from actual US –EU role mapping and classification work: http://wiki.siframework.org/Workforce+Development+Work+Group

Competency Analysis

Step 3: Classify Roles into BucketsApplying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate buckets plus a “Baseline Skills” bucket in which to categorize roles

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ExpertDirect Patient

Care

AdvancedDirect Patient

Care

IntermediateDirect Patient

Care

BasicDirect Patient

Care

ExpertAdmin, Fin,Law, Mgmt

AdvancedAdmin, Fin,Law, Mgmt

IntermediateAdmin, Fin,Law, Mgmt

BasicAdmin, Fin,Law, Mgmt

ExpertEngineer,

InformationSystems

AdvancedEngineer,

InformationSystems

IntermediateEngineer,

InformationSystems

BasicEngineer,

InformationSystems

ExpertInformatics

AdvancedInformatics

IntermediateInformatics

BasicInformatics

ExpertResearch

AdvancedResearch

IntermediateResearch

BasicResearch

CLINICAL

ExpertDirect Patient

Care

AdvancedDirect Patient

Care

IntermediateDirect Patient

Care

BasicDirect Patient

Care

ExpertAdmin, Fin,Law, Mgmt

AdvancedAdmin, Fin,Law, Mgmt

IntermediateAdmin, Fin,Law, Mgmt

BasicAdmin, Fin,Law, Mgmt

ExpertEngineer,

InformationSystems

AdvancedEngineer,

InformationSystems

IntermediateEngineer,

InformationSystems

BasicEngineer,

InformationSystems

ExpertInformatics

AdvancedInformatics

IntermediateInformatics

BasicInformatics

ExpertResearch

AdvancedResearch

IntermediateResearch

BasicResearch

NON CLINICAL

IT BaselineSkills

Competency Analysis

Step 4: Categorize SkillsWe collected competencies from 12 different sources resulting in categorizing more than 2700 Health IT competencies

1. AHIMA-AMIA2. IMIA3. Department of Labor4. National Health Service UK5. Additional UK Resources

1. Academy of Royal Medical Colleges

2. National Health Service 24

6. HealthIT.gov 7. Cuyahoga County

Community College

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8. Texas HealthIT9. European eCompetency Framework 10. UK National Occupational Standards11. Virtual Career Network12. American Association of Community

Colleges/ONC

1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Competency Analysis

Step 4: Categorize Skills As we did with roles, we applied the same categorization schema to the competencies

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• Domain (5) • Direct Patient Care, Administration, Management, Legal, Engineering and

Information Systems, Informatics, Research

• Settings (2)• Clinical and Non Clinical

• Skill Level (4)

– Basic– Intermediate– Advanced– Expert

Example taken from actual competency mapping document: http://wiki.siframework.org/Workforce+Development+Work+Group

Competency Analysis

Step 4: Classify Competencies into Buckets

Applying the classifications: 5 domains, 2 Settings and 4 Skill levels we have 40 separate buckets plus a “Baseline Skills” bucket in which to categorize competencies

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ExpertDirect Patient

Care

AdvancedDirect Patient

Care

IntermediateDirect Patient

Care

BasicDirect Patient

Care

ExpertAdmin, Fin,Law, Mgmt

AdvancedAdmin, Fin,Law, Mgmt

IntermediateAdmin, Fin,Law, Mgmt

BasicAdmin, Fin,Law, Mgmt

ExpertEngineer,

InformationSystems

AdvancedEngineer,

InformationSystems

IntermediateEngineer,

InformationSystems

BasicEngineer,

InformationSystems

ExpertInformatics

AdvancedInformatics

IntermediateInformatics

BasicInformatics

ExpertResearch

AdvancedResearch

IntermediateResearch

BasicResearch

CLINICAL

ExpertDirect Patient

Care

AdvancedDirect Patient

Care

IntermediateDirect Patient

Care

BasicDirect Patient

Care

ExpertAdmin, Fin,Law, Mgmt

AdvancedAdmin, Fin,Law, Mgmt

IntermediateAdmin, Fin,Law, Mgmt

BasicAdmin, Fin,Law, Mgmt

ExpertEngineer,

InformationSystems

AdvancedEngineer,

InformationSystems

IntermediateEngineer,

InformationSystems

BasicEngineer,

InformationSystems

ExpertInformatics

AdvancedInformatics

IntermediateInformatics

BasicInformatics

ExpertResearch

AdvancedResearch

IntermediateResearch

BasicResearch

NON CLINICAL

IT BaselineSkills

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Competency Analysis

Step 5: Mapping Skills to Roles

Once we classified Role and Skills we were able to match one to the other

• Because we use the same classification for Skills and Roles we are able map roles to skills– Once skills are mapped

• Roles are reviewed (to ensure the competencies reflect the roles)

• Duplicates are removed• Wording of the competencies is fixed• Gaps in Competencies are identified

1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Role to Category Map

Skill to Category Map

Role to Skill Map

Competency Analysis

Step 5: Map Skills to Roles

Sample Mapping

For a complete listing of the mapping of the Direct Patient Care, Clinical, Intermediate, Competencies please review the excel spreadsheet listed on our wiki page: http://wiki.siframework.org/Workforce+Development+Work+Group 28

Roles for Direct Patient Care, Clinical, Intermediate

Competencies for Direct Patient Care, Clinical, Intermediate

Doing this mapping work we realized a need to identify baseline skills – those skills that apply to ALL roles in HealthIT

Competency Analysis

Step 5: Map Skills to Roles - Baseline Skills

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Example taken from actual US –EU Baseline Competency Bucket: http://wiki.siframework.org/Workforce+Development+Work+Group

1. Outline scope

statement and goals/ objectives

2. Identify setting (Acute Care

selected)

3. Identify Roles in

Acute Care and map

EU-US roles

4. Categorize skills from existing competency silos

5. Map skills to professional roles (Competency Matrix)

Phase 2: Identifying Curriculum

The Curriculum Identification Consists of 3 Tasks:

Competency AnalysisIdentifying a curriculum

based on competency analysis

Definition and agreement on

common standards of competence and professionalisms

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1. Examine curricula that support these skills

2. Curricula Gap analysis

3. Final recommendations

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Curriculum and CompetenciesBill Rudman

Equipping the Health Information Management & Technology Workforce through Establishment of Educational Curricula Competencies to Meet Future Needs:Development of the Global Health Workforce Council

U.S. Department of Commerce (DoC) - International Trade Association (ITA)Market Development Cooperator Program (MDCP) award #IT13MAS1120001

• About AHIMA:– Leading professional association of health information management (HIM) professionals– Serving 52 affiliated component state associations (CSAs) and more than 71,000 members -

recognized as the leading source of "HIM knowledge," a respected authority for rigorous professional education and training

– Founded in 1928 to improve health record quality, AHIMA has played a leadership role in the effective management of health data and medical records needed to deliver quality healthcare to the public

• Member of the International Federation of Health Information Management Associations (IFHIMA)

• AHIMA’s Affiliate:– AHIMA Foundation:

• Establishes the academic curricula competencies for Health Informatics and Information Management profession

– Commission on Accreditation of Health Informatics and Information Management Education (CAHIIM):• Accrediting organization that enforces Accreditation Standards for Health Informatics and

Health Information Management (HIIM) educational programs– Commission on Certification for Health Informatics and Information Management (CCHIIM)

• Commission assuring the competency of professionals practicing HIIM and oversees AHIMA’s certification program

Identifying Curriculum – Phase 2

About the American Health Information Management Association (AHIMA)

Identifying Curriculum – Phase 2

Importance of a Trained Health Information Workforce

• There is global expansion of e-health technologies

• Human resources are the most critical prerequisite for the implementation

• Healthcare systems need well-trained and highly-skilled workers to implement systems

• A comprehensive healthcare education and workforce strategy is needed

Identifying Curriculum – Phase 2

Specific Goals of the Grant: Develop and train a Health Information workforce globally

Launch a Global Health Workforce Council that will develop an internationally applicable curriculum and set Health Information education and workforce training competencies and skills

Help create an educated and trained international workforce. These efforts will specifically target new students, those already working in the HIM/HI/HIT field, and those working in other areas and wanting to change professions.

Expand educational resources to a global market to support country specific HIM/HI/HIT educational needs in order to develop an internal HIM/HI/HIT workforce. A major emphasis will be placed on recruiting international students to U.S. universities and colleges.

Increase access to educational products and services including educational offerings, webinars and seminars for training.

Identifying Curriculum – Phase 2

Global Health Workforce Council

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Marci MacDonald, Halton Healthcare

Services

Marci MacDonald, Halton Healthcare

Services

Bill Rudman, AHIMA Foundation Bill Rudman, AHIMA Foundation

Lincoln Moura, IMIA PresidentLincoln Moura, IMIA President

José del Río Mata, MD, Andalusian Health Services

José del Río Mata, MD, Andalusian Health Services

Adio Rasaq Adetona, National

Hospital Abuja

Adio Rasaq Adetona, National

Hospital Abuja

Angelika Handel, IFHIMA President,

Country Level Outreach

Angelika Handel, IFHIMA President,

Country Level Outreach

Hussein Ali Y AlBishi, Saudi Arabia Ministry

of Health

Hussein Ali Y AlBishi, Saudi Arabia Ministry

of Health

Rachelle Blake, Omni Micro

Systems/Omni Med Solutions

Rachelle Blake, Omni Micro

Systems/Omni Med Solutions

Sabu K M, Namipal University

Sabu K M, Namipal University

Sue Walker, Queensland University of TechnologySue Walker, Queensland University of Technology

Yukiko Yokobori, Japan Healthcare AssociationYukiko Yokobori, Japan Healthcare Association

GHWC:13 members

to be appointed

Identifying Curriculum – Phase 2

Advancing a Trained Global eHealth Workforce

• Deliverable: Develop global curricula competency model for HIM/HI/HIM– Evaluate curricula and competency

standards and models from countries across the globe

– Develop a publicly available global resource developed in an open and transparent manner

• Once developed countries/academic programs may:– Review and refine against their existing

requirements– Build new requirements and academic

programs

AHIMA’s Grant Partner:

Identifying Curriculum – Phase 2

Example: Curricula Competency Model

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Identifying Curriculum – Phase 2

Building on the EU-US Workforce Workgroup• Leveraging EU-US Workgroup Deliverables

– Environmental scan and curricula/competency models collected to inform draft

– Use the competency buckets as a foundation for curricula competencies– Use the Map of Skills to Roles to map curricula competencies to different roles

• Create Curricula Competencies– Add other global curricula/competency resources– Establish domains and sub-domains for Health Information – Determine educational taxonomy (e.g. Bloom’s Taxonomy)– Identify curricula competencies for multiple educational levels (e.g. entry-

level, intermediate and advanced levels)

• Map Global Academic Curricula Competencies to Various Workforce Roles

• Support development of a global health information career map resource 39

Identifying Curriculum – Phase 2

Inform Workforce Roles/Jobs for Health Information:

AHIMA’s Health Information Career Map is Available at: http://hicareers.com/CareerMap/NHS has a similar resource at: https://www.hicf.org.uk/

Identifying Curriculum – Phase 2

Global Curricula CompetenciesDevelopment Timeline• April 2014

– Appoint Council members• May – June 2014

– Compile Health Information curriculum/ competency from stakeholders and countries

• July – August 2014– Face to Face Council meeting to develop draft curricula

competencies• August – October 2014

– Input by Country-level workgroups• October – December 2014

– Council reconciles comments and develops final draft of global health information curricula competency model

– Releases final global curricula competency model• 2015 – Outreach

– Map Curricula Competencies to Different Roles• 2016 (and on-going) Review/Modification Cycle

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Leveraging EU-US Workgroup

Leverage the research and work of the EU-US Workforce Workgroup

Includes EU-US Workforce Workgroup Member

Engage US and EU Countries to provide feedback

Building on the work of the EU-US Workforce Workgroup

Continued coordination on future work

THANK YOU

Bill Rudman, PhD, RHIAAHIMA Foundation | Executive DirectorAHIMA | Vice President of Education VisioningPhone: +1 312-233-1131bill.rudman@ahimafoundation.org

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Putting it Together: Phase 3Rachelle Blake

Methodology Phase 3

Finding Agreement on Common Standards of Competency consists of 3 tasks (future work):

Competency Analysis

Identifying a curriculum based on

competency analysis

Definition and agreement on

common standards of competence and professionalisms

44

2. Develop Use Cases

3. Create Interactive Tool

1. Draft White Paper (Gap Analysis)

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Common Standards – Phase 3

Putting it TogetherOnce we complete all of the mapping activities between roles, competencies, curriculum we need to put it together• Create a “findings” white paper (including gap analysis,

methodologies, etc.)• Make recommendations for potential curriculum

development– To include formal, informal and on-the job training or in house training

• Put together a set of use cases to help further the work and position the work for wider consumption

• Develop Use Cases to help further the work in a more visible way

• Create an interactive tool for matching EU-US roles with competencies, suggested curricula and measures of competence (idea for final deliverable)

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Sample of Final Competency Matrix

Common Standards – Phase 3

Step 5: Map Skills to Roles

Questions

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Resources

• EU-US eHealth Cooperation Homepage– http://wiki.siframework.org/EU-US+eHealth+Cooperation+Initiative

• Join the Mailing List– http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Sign+Up

• EU-US Initiative Reference Materials– http://wiki.siframework.org/EU-US+MOU+Roadmap+Project+Reference+M

aterials• Workforce Development Homepage

– http://wiki.siframework.org/Workforce+Development+Work+Group

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Contacts

– US Department of Health/ONC Contacts• Mera Choi: Mera.Choi@hhs.gov• Chitra Mohla: chitra.mohla@hhs.gov

– EU Point of Contacts • Benoit Abeloos, Benoit.ABELOOS@ec.europa.eu • Frank Cunningham, frank.cunningham@ec.europa.eu

– Project Management Team• Jamie Parker: jamie.parker@esacinc.com• Gayathri Jayawardena: gayathri.jayawardena@esacinc.com• Amanda Merrill: amanda.merrill@accenturefederal.com• Christina Nguyen: christina.nguyen@esacinc.com

– Subject Matter Experts• Rachelle Blake: shelblake@omnimicro.com • Nessa Barry: nessa.barry@nhs.net • Jean Roberts: jeanhcjean@gmail.com • Michelle Dougherty: michelle.dougherty@ahimafoundation.org • Susan Fenton: susan.h.fenton@uth.tmc.edu 49