Request for Implementation Authorization
Provide a plan for assessing intended student outcomes
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- STATES NEED FOR THE PROGRAM HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION
- IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM
- 5-YEAR PROJECTED ANNUAL ENROLLMENT
- PROJECTED DEGREES AWARDED ANNUALLY 1 st Year
- IV. APPROPRIATENESS FOR THE UNIVERSITY
- EXISTING PROGRAMS AT OTHER CAMPUSES EXISTING PROGRAMS IN ARIZONA
- Programs offered in Other WICHE States
- PROGRAMS OFFERED IN OTHER WICHE STATES PROGRAM
- Accreditation (Y or N) 1
Provide a plan for assessing intended student outcomes. The intended student outcomes include; developing, technical and scientific skills which will be assessed in coursework; integrative skills which must be demonstrated in a project or internship experience; and people and value skills which are best demonstrated in a clinical, interdisciplinary team setting that brings together people with the broad range of backgrounds that comprise this new discipline. Direct assessment of the student learning will be tailored to each skill and competency:
On the other hand, program assessment will be done using periodic surveys (each semester in the early delivery of the program, later annually) of the clinical partners to learn where improvements can be made. Current clinical partners include the Mayo Clinic and Hospital, Barrow Neurological Institute, Banner Health, the Biodesign Institute at ASU, and TGen. The immersive experiences outlined within the curriculum, along with internships and placements at these and other health care and research facilities will provide both opportunities to teach and learn, and a context for assessment of student behavior and output. The success rate of graduates of the program who apply for doctoral programs, job placement, and professional contribution (research and publications where appropriate) will also be monitored and used to measure success and guide future development of the program. Surveys of alumni and of their employers will also be undertaken to assess the long term impact of graduates, and to provide data to inform the evolution of the curriculum and research agenda of the BMI Masters program. Currently projected assessments by outcome include: Organizational Lead and organize projects and Teams – mentor observation, team evaluations, project evaluations, surveys ”Integrate and bridge” within cross disciplinary project teams – mentor observation, team evaluation, project evaluations, surveys, thesis Communicate across disciplines – course participation, exams, mentor observation, team evaluation, project evaluations, thesis Project Management – mentor observation, project evaluations, surveys, thesis Value Systems/Ethics Patient-centric thinking / safety and service – course participation, exams, mentor observation, project evaluations Design and implement research - mentor observation, project evaluations, peer reviews, publications/presentations Privacy and security policy and practice - exams, mentor observation, project evaluations Problem Solving Conceptual problem solving - mentor observation, team evaluations, project evaluations Recognize effective solutions within context - course participation, exams, mentor observation, team evaluations, project evaluations, thesis Workflow analysis in project design - course participation, exams, mentor observation, team evaluations, project evaluations Systems scale approaches to problem solving - course participation, exams, mentor observation, team evaluations, project evaluations, thesis Computer Science Software design and project management - course participation, exams, mentor observation, project evaluations, thesis Core concepts of programming, data structures and algorithms - exams, mentor observation, team evaluations, project evaluations, thesis Apply the basic concepts of computability and intractability - exams, mentor observation, team evaluations, project evaluations, thesis Understanding declarative programming paradigms - exams, mentor observation, team evaluations, project evaluations, thesis Understanding cyber-infrastructure and systems architecture - course participation, exams, mentor observation, team evaluations, project evaluations, thesis Understand and apply modeling and visualization tools and techniques- course participation, exams, mentor observation, project evaluations, thesis Health Care Understanding patient care processes - course participation, exams, mentor observation, Understanding healthcare policy, business practices and law - course participation, exams, mentor observation, thesis Understanding data and electronic medical records - course participation, exams, mentor observation, team evaluations, project evaluations, thesis Understanding “evidence based” and “customized “ medicine - course participation, exams, mentor observation, thesis Understanding individualized/customized health care - course participation, exams, mentor observation, thesis Biology Working understanding of the fundamentals of molecular biology - course participation, exams, mentor observation, team evaluations, project evaluations Working understanding of the fundamentals of functional and/or comparative genomics - course participation, exams, mentor observation, team evaluations, project evaluations Probability/Statistics Perform trials, experiments; proper analysis - course participation, exams, mentor observation, team evaluations, project evaluations, thesis Apply statistics to sampling and data mining - course participation, exams, mentor observation, team evaluations, project evaluations, thesis
The M.S. Program being proposed is designed to address two significant needs, and these are represented in the two concentrations proposed for the program:
The hallmark of this program, however, is its emphasis in integrating theory and practice. It is designed to build team relationships between those with deep scientific understanding in computing, mathematics, biosciences AND the doctors, nurses, and technicians to put discovery to work in providing enhanced care of real people. The goal is to promote more rapid transition of new knowledge into use, and will also promote the ”use inspired” research that can have an immediate impact on individual health and quality of life, and on our communities. Recent reports by the Arizona Department of Commerce and the Battelle Technology Partnership Practice cite the need for increased capacity in bioscience to respond to need and foster economic development in Arizona. Nearly all other Western states (notably California, New Mexico, Oregon, Texas, Utah, and Washington) have at least one strong biomedical informatics department. These academic departments play vital support roles to health care professionals, scientists and the bioscience industry in realizing the promise of the genomic revolution. Considering President Bush’s call for a national health information technology infrastructure, electronic medical records, and interoperability among healthcare providers within the next decade, there will be an even greater need among hospitals, health care providers, and bioscience businesses for information technology scientists and professionals, and for medical providers skilled in biomedical informatics. Moreover, with the prospect of eleven new hospitals being built in the Phoenix area alone, Governor’s electronic medical record initiative, and the emerging regional bioscience industry the need for BMI expertise in Arizona could not be greater. These initiatives specifically require the kind of preparation in biomedical informatics that this program is being designed to provide. The proposed M.S. program is the first step by the Department of Biomedical Informatics at Arizona State University toward producing the kind of graduates necessary to yield the benefits to the local and regional economy for which it was created. After the faculty, curriculum, and research agendas are in place for the Masters, we plan to develop and implement a Ph.D. program to address the need for advanced educational opportunities and research collaborations. A recent industry survey found that the market for bioinformatics is estimated to be as high as $37 billion in 2006. Those companies will employ workers, creating jobs for Arizonans. A recent Battelle analysis found that university research is having a significant impact on Bioscience in Arizona, giving rise to 11 bioscience companies in 2004, up from 2 on 2002 and 6 in 2003. Biomedical informatics tools and applications developed in Arizona by university researchers and graduates of this program are necessary to foster development of new companies in Arizona. Bioscience jobs in Arizona have grown 11.9% since 2000, to 73,433 jobs in 2004. The Bioindustry in Greater Phoenix already employs nearly 10,000 people in over 550 firms, a growth of over 335% since 1990. Bioindustry jobs generate high wages, which have grown over 50 percent to $50,086 per worker - more than $15,000 above the Greater Metropolitan Phoenix average. The M.S. Program in Biomedical Informatics will play a key role in providing the biomedical informatics knowledge essential to prepare new clinicians, scientists and researchers for jobs in these industries, and in continuing education for the growing health care and bioscience sector of the Arizona economy. The new University of Arizona College of Medicine, Phoenix Program will depend on content developed for the biomedical Informatics curriculum, and the proximity of BMI researchers on the Phoenix Biomedical Campus of the Arizona State University System (PBCAUS). Fluency in with information technology in the medical arena will be essential under President Bush’s plan to establish a national health information technology infrastructure. Furthermore, the medical school has the potential to become a leader in medical education by training a new type of physician who is participate in and lead teams utilizing and developing information technology. Graduates of the MS Program at ASU will contribute to the new “ecosystem” necessary for this new kind of medical practice to thrive. An informatics-based curriculum has implications for customization of diagnosis and treatment, and improved patient safety. For example, students can practice surgery using computer simulations before attempting risky procedures on live patients.
The MS Program in Biomedical Informatics at ASU will be attractive to students coming from a broad range of disciplines including Computer Science, Biological Sciences, Computational Biosciences, Healthcare, Statistics and Public Health Management. Because the program has a wide appeal and graduates will be in high demand in the job market, it is anticipated that student demand will be sufficient to meet the goals set forth in this document.
The field of bioinformatics has expanded in recent years to become one of the fastest-growing professions in the nation. It is estimated that over 20,000 new positions for people with bioinformatics degrees will open by the end of 2005, with even more opportunities for those who receive master’s and graduate degrees. Salaries for those with bioinformatics training are high, ranging from $40,000 for those with a bachelor’s degree to over $100,000 for those with a doctoral degree. According to the trade press, biotech and pharmaceutical companies will soon expect the persons they employ to have computer expertise as well as expertise in the biological/medical/clinical sciences. Competition for these individuals will be fierce, and if Arizona can not produce sufficient graduates with these capabilities; the state will not be a competitive location for biomedical industries to relocate. The success of the program will help determine the fraction of the 20,000 new positions being placed in Arizona. Based on interviews with health care providers and biomedical research facilities, we identified a local need for individuals with both M.S. and Ph.D. level bioinformatics training. Because of the rapid expansion of the field locally, regionally and nationally, graduates from the BMI program will be in high demand both in clinical and research settings in the foreseeable future.
(This projection is based upon an anticipated initial attrition rate of 20%, dropping to 10% as the program matures.) IV. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program. In the August 4, 2004 Memorandum of Understanding Regarding the Expansion of Medical Education and Research in Phoenix, the Arizona Board of Regents established the Phoenix Biomedical Campus of the Arizona State University System (PBCAUS) and charged Arizona State University with developing a Department of Biomedical Informatics. In December 2005 the formation of the Department was approved. The development of the Department of Biomedical Informatics has involved the University of Arizona, ASU colleges of Liberal Arts and Sciences, Business, and Engineering, research entities including the BioDesign Institute and Translational Genomics Research Institute (TGen), and clinical partners including, Banner Health, Barrow Neurological Institute, and the Mayo Clinic. The resulting plans for the Department of Biomedical Informatics conform to the thirteen principles ABOR set forth in the MOU to “advance our university system and our two research extensive universities to the level of national prominence in biomedical teaching and research.” The proposed MS Program in Biomedical Informatics at ASU is the first of several programs being developed by the new department to fulfill the mission for which it was created. Over the next several months following proposals will be submitted for a certificate program drawing on these same courses, and a Ph.D. program that builds on the Analytical Concentration proposed in this MS Program.
The office of Institutional Analysis reports there are no existing programs at Arizona Public universities using the CIP code for Bioinformatics (26.1103).
No programs in Biomedical Informatics at the Master’s level are currently offered by private institutions in the state of Arizona.
Directory: academicsenate -> documents documents -> I. Description of the proposed organizational unit change Download 0.49 Mb. Share with your friends:
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