The Classroom Chronicles: Voices of HI Educators – Program Strategy & Vision

The Health Information Management (HIM) profession is at a crossroads, influenced by unprecedented technological innovation, evolving accreditation requirements, and shifting workforce expectations. As the industry continues to move toward advanced analytics, interoperability, and patient-centered care, HIM programs must adopt a proactive and visionary strategy to prepare the next generation of Registered Health Information Administrators (RHIAs) and other credential holding employees. This article highlights a forward-looking roadmap, examines the role of external vendors in shaping academic direction, and identifies strategies for strengthening recruitment and support of credential candidates.

Future Vision and Roadmap for HIM Program Goals

The long-term vision for HIM programs must be grounded in agility and foresight. Programs can no longer focus solely on traditional coding or compliance skill sets; instead, they must prepare students for leadership roles that span data stewardship, population health analytics, information governance, and digital ethics (Wissmann et al., 2024). This evolution requires a roadmap that emphasizes:

• Curricular innovation through integration of artificial intelligence, data visualization, and health informatics competencies (Beesley et al., 2020).
• Experiential learning opportunities that bridge theory and practice, including case-based projects with real-world health data and interprofessional collaboration exercises (IFHIMA, 2022).
• Commitment to lifelong learning, encouraging graduates to pursue micro-credentials, stackable certifications, and advanced leadership training to remain competitive in a rapidly evolving workforce (AHIMA, 2023).

The goal is to cultivate graduates who are not just prepared for today’s roles but also adaptable leaders capable of navigating tomorrow’s challenges.

External Vendors and Their Impact on Educational Direction

Vendors play an increasingly central role in defining the educational experience for HIM students. Partnerships with electronic health record (EHR) companies, coding software providers, and data analytics platforms enable programs to simulate authentic workplace environments. Access to tools such as EHR training modules, Tableau, and Power BI ensures students graduate with hands-on familiarity with industry-standard technologies (IFHIMA, 2022).

However, there is a delicate balance between leveraging vendor resources and avoiding over-reliance. Vendor influence should enhance, not dictate, curricular priorities. Programs must ensure that students are trained on transferable competencies—such as data literacy, quality improvement, and information governance—that extend beyond the parameters of any one software system (Beesley et al., 2020). By cultivating vendor relationships strategically, programs can both enrich the student learning experience and align with workforce expectations without compromising academic independence.

Experiential Learning with Real World Applications

Health information programs are in a period of transition eventually moving from Bloom’s Taxonomy levels to Miller’s Competency statements as Miller’s Pyramid of Clinical Competence (Norcini, 2003) was developed specifically for assessing students in health care settings.  It is useful for aligning learning outcomes (or clinical competencies) with what learners should be able to do at any stage of the learning process. Programs across the US are participating in Demonstration Projects for Early Adoption. Critical to success and adoption of the Miller’s Competency is the involvement of experiential learning. The incorporation of experiential learning in health information (HI) is essential to fully prepare a student for the rapidly changing health care environment where practical skills and real-world applications are critical to success. Internships, classroom simulations with outside subject matter experts, role playing exercises and practicums can be utilized to broaden the exposure of students critical thinking and communication skills (Houser et al., 2025).

Commitment to Lifelong Learning

As HIM programs prepare graduates for both current roles and the demands of a rapidly evolving workforce, a commitment to lifelong learning must be central to the program’s mission (Verkooijen et al., 2024). Graduates should emerge as self-motivated professionals, eager to upskill and remain competitive in an ever-changing HIM landscape. During their time in the program, students must cultivate a passion for learning and a willingness to embrace new challenges. To make this commitment to lifelong learning tangible, students should be actively encouraged to pursue micro-credentials, stackable certifications, and advanced leadership training, which provide targeted skill development, specialized expertise, and enhanced career mobility (AHIMA, 2025). By embedding these opportunities into the program’s philosophy, HIM graduates are better positioned to adapt to emerging trends, maintain professional relevance, and assume leadership roles in a dynamic and complex workforce.

Recruitment and Support for Credential Preparing Programs

Declining enrollment in HI programs remains a pressing concern across the country. For example, to strengthen recruitment, programs must reframe the RHIA credential as a gateway to diverse and high-impact careers in healthcare leadership, compliance, data analytics, and informatics (Wissmann et al., 2024). Targeted marketing strategies should highlight the breadth of RHIA career pathways, showcasing success stories of alumni working in executive, clinical, and technology-driven roles.

Equally important is the need to improve student support and retention strategies. Programs can bolster student success by:

• Developing mentorship pipelines that pair students with HIM professionals
• Offering structured exam preparation courses integrated into final semesters
• Expanding financial aid opportunities and scholarships targeted toward underrepresented groups in healthcare administration
• Partnering with healthcare organizations to provide internship pipelines and guaranteed interview opportunities for credentialed graduates (AHIMA, 2023)

By combining innovative recruitment strategies with robust support systems, programs can not only increase enrollment but also ensure that graduates are positioned for long-term professional advancement.

Conclusion

The HIM profession is undergoing a strategic shift that requires academic programs to anticipate workforce trends, leverage external partnerships wisely, commit to life-long learning, and invest in the success of RHIA candidates. A forward-looking program strategy and vision ensures that HIM graduates are prepared to lead in data-driven healthcare environments, balancing technical expertise with leadership and adaptability. By charting a clear roadmap, aligning with—but not deferring to—vendor partnerships, and reinvigorating RHIA recruitment and support efforts, HIM programs can secure their place as essential drivers of the healthcare workforce of the future.

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