The Classroom Chronicles: Voices of HI Educators – Workplace Readiness

The health information (HI) profession is undergoing a profound transformation, driven by rapid advancements in health information technology, increased regulatory complexity, and the widespread adoption of data-driven approaches in healthcare delivery (Beesley et al., 2020). As the industry pivots toward precision medicine, population health management, and value-based care, the scope of HI practice has expanded significantly. Today’s HI professionals must navigate a multifaceted landscape characterized by electronic health records (EHRs), advanced analytics, interoperability initiatives, cybersecurity concerns, and emerging technologies such as artificial intelligence and machine learning. These trends have contributed to a decreased demand for traditional HI roles and a growing emphasis on higher-order competencies in leadership, informatics, data analytics, and education (Beesley et al., 2020).

This paradigm shift emphasizes the need for academic programs to produce graduates who are not only academically prepared but also workforce-ready and adaptable to emerging challenges. However, a persistent gap exists between the competencies acquired during academic preparation and the expectations of healthcare employers (Wissmann et al., 2024). Employers continue to report deficiencies in new graduates’ technical readiness, particularly in their ability to apply theoretical knowledge in practical settings, leverage data analytics tools effectively, navigate interdisciplinary collaboration, and demonstrate leadership in dynamic healthcare environments (IFHIMA, 2022; Wissmann et al., 2024). These gaps are further exacerbated by the accelerating pace of technological change, which demands continuous curriculum revision and stronger partnerships between academia and industry.

Bridging these knowledge and skill gaps requires intentional strategies that extend beyond traditional didactic instruction. Educators must adopt strategies that embed experiential learning opportunities, foster real-world application of technical and soft skills, and align curricular objectives with the competencies outlined by AHIMA and other professional organizations and accrediting bodies. Additionally, there is a need to cultivate students’ adaptability and lifelong learning habits to prepare them for an environment where roles and required skill sets continue to evolve.

Strategies to Bridge the Gap

To address these challenges and align educational outcomes with workforce expectations, several strategies have emerged as promising practices:

• Integration of Professional Development and Continuing Education: Embedding AHIMA and association-sponsored professional development and continuing education units into curricula can ensure students remain abreast of industry trends and evolving skillsets (Wissmann et al., 2024). It is recommended to reach out to these organizations to see what partnerships can be established if not already in place.
• Alignment with AHIMA Microcredential Competencies: Designing courses around microcredential frameworks and encouraging students to pursue these credentials at the conclusion of related coursework supports competency-based learning and validates workforce-relevant skills (Wissmann et al., 2024). At the time of this article’s publication, there are seven microcredentials, including but not limited to Release of Information, Coding, and Health Data Literacy, many of which are already integrated into course content.
• Exposure to Real-World Datasets and Analytic Tools: Providing hands-on experience with actual healthcare datasets and analytic platforms such as SQL, Tableau, and Power BI enhances students’ data literacy and prepares them for roles that demand advanced analytics proficiency (IFHIMA, 2022). Tableau can be accessed for free by educators at accredited institutions.
• Soft Skill Development for Professional Readiness: Incorporating deliberate soft skill training into HI curricula is essential to prepare students for the interpersonal and organizational challenges of modern healthcare settings. This may include structured activities such as mock interviews, professional writing assignments, and team-based projects that simulate interdisciplinary collaboration (Dolev et al., 2021).
• Collaboration with Communities of Interest: Engaging with local healthcare organizations, professional associations, and other stakeholders to identify workforce needs and curricular gaps ensures programs remain responsive to evolving industry demands (IFHIMA, 2022).
• Implementation, Utilization, and Development of Artificial Intelligence in Daily Operations: Artificial intelligence will enhance the HIM profession, not replace it. AI may augment or automate skills and processes, but it will not automate the health information professionals. As health information professionals, we need to shift our time away from being spent in meetings and low-value tasks and move toward a future where we focus on high impact priorities supercharged by AI (Woods, 2024). From a personal perspective, projects that historically required hours and weeks of scheduled interviews and meetings to solicit RFPs and negotiate a vendor change, can be completed using AI as a thought partner in a matter of an afternoon. In doing so, this prepares health information students for a rapid transition, enhanced decision-making and most importantly allows time for training and development in lieu of meetings and presentations.

In summary, the rapid technological evolution within healthcare requires HI educators to adopt innovative and intentional strategies to prepare students for present-day workforce demands. By fostering stronger connections between theory and practice, and aligning curriculum with real-world expectations, academic programs can equip graduates with the technical expertise, critical thinking abilities, and professional competencies necessary to thrive in an increasingly complex and data-driven healthcare ecosystem.

Article by Alicia M. Watts, PhD, MBA, CPHIMS, RHIA, of William Carey University, Joanna Ward, MA, RHIA, FAHIMA, of Louisiana Tech University, and Brittani Moberly, MBA, RHIA, CCS, CDIP, CPHIMS, Eastern Kentucky University.