phd in health informatics

Health Sciences Informatics, PhD

School of medicine.

The Ph.D. in Health Sciences Informatics offers the opportunity to participate in ground-breaking research projects in clinical informatics and data science at one of the world’s finest biomedical research institutions. In keeping with the traditions of the Johns Hopkins University and the Johns Hopkins Hospital, the Ph.D. program seeks excellence and commitment in its students to further the prevention and management of disease through the continued exploration and development of health informatics, health IT, and data science. Resources include a highly collaborative clinical faculty committed to research at the patient, provider, and system levels. The admissions process will be highly selective and finely calibrated to complement the expertise of faculty mentors.    

Areas of research:

• Clinical Decision Support
• Global Health Informatics
• Health Information Exchange (HIE)
• Human Computer Interaction
• Multi-Center Real World Data
• Patient Quality & Safety
• Population Health Analytics
• Precision Medicine Analytics
• Standard Terminologies
• Telemedicine
• Translational Bioinformatics

Individuals wishing to prepare themselves for careers as independent researchers in health sciences informatics, with applications experience in informatics across the entire health/healthcare life cycle, should apply for admission to the doctoral program.

Admission Criteria

Applicants with the following types of degrees and qualifications will be considered:

• BA or BS, with relevant technical and quantitative competencies and a record of scientific accomplishment as an undergraduate; 
• BA or BS, with relevant technical and quantitative competencies and a minimum of five years professional experience in a relevant field (e.g., biomedical research, data science, public health, etc.); or
• MA, MS, MPH, MLIS, MD, PhD, or other terminal degree, with relevant technical and quantitative competencies

Relevant fields include: medicine, dentistry, veterinary science, nursing, ancillary clinical sciences, public health, librarianship, biomedical science, bioengineering and pharmaceutical sciences, and computer and information science. An undergraduate minor or major in information or computer science is highly desirable.

The application is made available online through Johns Hopkins School of Medicine's website . Please note that paper applications are no longer accepted. The supporting documents listed below must be received by the SOM admissions office by December 15 of the following year. Applications will not be reviewed until they are complete and we have all supporting letters and documentation.

• Curriculum Vitae (including list of peer-reviewed publications and scientific presentations)
• Three Letters of Recommendation
• Statement of Purpose
• Official Transcripts from undergraduate and any graduate studies
• Certification of terminal degree
• You are also encouraged to submit a portfolio of published research, writing samples, and/or samples of website or system development

Please track submission of supporting documentation through the SLATE admissions portal.

If you have questions about your qualifications for this program, please contact [email protected]

Program Requirements

The PhD curriculum will be highly customized based on the student's background and needs. Specific courses and milestones will be developed in partnership with the student's advisor and the PhD Program Director.

The proposed curriculum is founded on four high-level principles:

• Achieving a balance between theory and research, and between breadth and depth of knowledge
• Creating a curriculum around student needs, background, and goals
• Teaching and research excellence
• Modeling professional behavior locally and nationally.

Individualized curriculum plans will be developed to build proficiencies in the following areas:

• Foundations of biomedical informatics: e.g., lifecycle of information systems, decision support
• Information and computer science: e.g., software engineering, programming languages, design and analysis of algorithms, data structures.
• Research methodology: research design, epidemiology, and systems evaluation; mathematics for computer science (discrete mathematics, probability theory), mathematical statistics, applied statistics, mathematics for statistics (linear algebra, sampling theory, statistical inference theory, probability); ethnographic methods.
• Implementation sciences: methods from the social sciences (e.g., organizational behavior and management, evaluation, ethics, health policy, communication, cognitive learning sciences, psychology, and sociological knowledge and methods), health economics, evidence-based practice, safety, quality.
• Specific informatics domains: clinical informatics, public health informatics, analytics
• Practical experience: experience in informatics research, experience with health information technology.

Basic Requirements & Credit Distribution

• 15 "core" quarter credits (5 courses)
• 8 quarter credits of Student Seminar & Grand Rounds
• 60 elective quarter credits
• 6 quarter credits practicum/research rotation
• 36 mentored research quarter credits (12 in year 1, 24 in year 2)
• Research Ethics

PhD in Biomedical Informatics

The PhD program in Biomedical Informatics is part of the   Coordinated Doctoral Programs in Biomedical Sciences . Students are trained to employ a scientific approach to information in health care and biomedicine. Students may only enroll full-time, as required by the Graduate School of Arts and Sciences (GSAS). The first two years are generally devoted to coursework and research. Subsequent years focus on independent research that culminates in a dissertation. 

Our PhD students come from top universities in the country and around the world. The group is dynamic and engaged, breaking new ground in informatics research as evidenced by their strong publication records. Our students are highly collaborative, frequently assisting on each other’s projects, sharing ideas, and supporting each other.

The program consists of core courses that are required of every student and provide a foundation in general biomedical informatics methods, techniques and theories, while electives enable students to apply these methods to one or more areas of specialization in bioinformatics, translational, clinical informatics, clinical research informatics, or public health informatics. In addition, students conduct research, assist in teaching (if PhD or postdoctoral trainees), and attend colloquia.

Degree Requirements

​ Courses : A minimum of 60 points of Columbia University graduate (4000 level or above) coursework, 6 residence units, consisting of:

• Research each term (BINF G6001, BINF G9001)
• 5 core classes
• 2 domain (specialization) courses
• 3 educational objectives courses
• 1 ethics course (spring term of first year)
• serving as a TA for 2 classes (or 1 class for MD-PhD students)
• 1 research seminar each term

Students must complete a minimum of 60 points of Columbia University instruction at the 4000 level or higher, address any admission deficiencies, and complete DBMI degree requirements. In years three and above, research is the primary focus of the student’s degree program, and the number of hours spent on research increases with each year in the program. Students enroll in BINF G6001 fall and spring terms as follows: a) 6 points each term year one, 9 points each term year two, 12 points each term years three and above. Students enroll in BINF G9001 in lieu of BINF G6001 the term following successful completion of the Oral II/Depth Exam. In their final term of enrollment, students will also register for BINF G9999 Doctoral Dissertation for 0 points. Students should pursue five goals when conducting research, and the grade earned in the required research classes (BINF G6001, BINF G9001) will reflect how well the student has achieved these goals: 1) understand the nature of informatics research 2) master intellectual and technical skills necessary for research 3) read and apply the scientific literature, 4) develop skill in scientific writing 5) demonstrate a responsible working attitude.

Ethics:  PhD students are required to enroll in CMBS G4010 Responsible Conduct of Research and Related Policy Issues in their second term in the program.

Teaching Assistantship: Students are required to serve as teaching assistants (TAs) for two courses in the department. In order to earn credit for TA responsibilities, students need to register for two points of BINF G8010 MPhil Teaching Experience each semester in which they serve as a TA. Students and faculty are solicited in spring term for their top 3 preferences. The Training Committee assigns TAs based on faculty and student preferences and departmental needs. The assignments will be communicated to students and faculty by the Graduate Program Manager. PhD students are required to TA two courses. Two-year postdoctoral research fellows TA one course; three-year postdoctoral research fellows TA two courses. MD-PhD students TA one course.

Seminar: PhD students are required to enroll in the weekly DBMI seminar. PhD students in the bio track are required to enroll in the DBMI seminar in their first year in the program, and may substitute the Systems Biology seminar in year 2 and beyond.

Residence Units: PhD students accrue 6 residence units for the degree. They are enrolled in the appropriate residence unit category by the GSAS Office of Graduate Affairs every fall and spring term.

Milestones: There are four milestones for PhD students:

• Breadth Exam
• Dissertation Proposal
• Dissertation Defense

Academic progress is tracked each semester by the students and their academic advisors (see Forms page for semester forms)

Research Rotations With the exception of MD-PhD students whose research rotation occurs between years 1 and 2 of medical school, all PhD students rotate in two different research labs their first year. Research rotations begin by the end of the change of program (add/drop) period of each term. The second research rotation begins the first day of classes of spring term. Projects should be completed prior to the start of the subsequent term. The permanent research advisor is chosen by May 15 of the first year. The Training Committee grants final approval of research rotations and permanent research advisor selections. Work with the permanent research advisor commences the next business day following the last day of final exams. A third summer rotation is possible with the Committee’s permission.

For first year students rotating with different research advisors, the Fall term dates for the first research rotation of BINF G6001 are the second week of September through the MLK, Jr. Holiday. For Spring term, the dates are the day following the MLK, Jr. holiday (the first day of classes) until the last date of final examinations ( see the online University academic calendar ) .  Work with the permanent research advisor commences the next business day following the last day of final exams.

Rotation Research Advisor Prior to the start of the Fall and Spring semesters, first-year PhD students should contact the faculty with whom they are considering doing a rotation to request an appointment. Selection of a research rotation advisor must be official by the end of the drop/add period of each semester. Students should discuss expectations for the rotation as well as a finite project to be completed by the end of the term of the rotation with the research advisor. This prevents projects continuing into the next semester which impacts the output of the new research rotation. The project should not depend on applying for a new IRB as this will delay the research into the subsequent semester, which is ill-advised. The Training Committee grants final approval of research advisors.

Register for research credit and a letter grade (6 points in fall and spring of first year, 9 points in fall and spring of second year, 12 points in fall and spring all subsequent years).

Publications PhD students and postdoctoral fellows are expected to make submissions to publications and conferences each year. The frequency and appropriateness of these submissions are decided by the research advisor. No student or fellow may submit work to any publication or conference without the expressed prior approval of their research advisor. Prior to submission, the research advisor must review final versions of all papers and abstracts submitted to journals, conferences, books or other publications. This policy applies to all publications, regardless of authorship, that deal with work that has been done at DBMI, Columbia University, or any affiliated institution(s).

Funding More information about funding sources and fellowships is available in the Student Funding page .​

• Academic Programs

PhD in Health Sciences Informatics Program

The PhD is a campus based program only.

Directed by Hadi Kharrazi, MD, PhD, the program offers the opportunity to participate in ground breaking research projects in clinical informatics at one of the world’s finest medical schools. In keeping with the tradition of the Johns Hopkins University and the Johns Hopkins Hospital, the program seeks excellence and commitment in its students to further the prevention and management of disease through the continued exploration and development of health IT. Division resources include a highly collaborative clinical faculty committed to research at the patient, provider and system levels. The admissions process will be highly selective and finely calibrated to complement the expertise of faculty mentors.

Areas of research:

• Clinical Decision Support
• Global Health Informatics
• Health Information Exchange (HIE)
• Human Computer Interaction
• Multi-Center Real World Data
• Patient Quality & Safety
• Population Health Analytics
• Precision Medicine Analytics
• Standard Terminologies
• Telemedicine
• Translational Bioinformatics

Vivien Thomas Scholars Initiative

As diverse PhD students at Johns Hopkins, Vivien Thomas scholars will receive the academic and financial support needed to ensure their success, including up to six years of full tuition support, a stipend, health insurance and other benefits, along with significant mentorship, research, professional development and community-building opportunities.

Click here to read more.

Application Requirements for the PhD in Health Sciences Informatics

Applicants with the following degrees and qualifications will be considered:

• BA or BS, or
• BA or BS, and a minimum of five years professional experience in a relevant field, or
• MA, MLS, MD or other PhD, with no further requirements.

"Relevant fields" include medicine, dentistry, veterinary science, nursing, ancillary clinical sciences, public health, librarianship, biomedical basic science, bioengineering and pharmaceutical sciences and computer and information science. An undergraduate minor or major in information or computer science is highly desirable.

The Application Process

Applications for the class entering in academic year 2025-2026 will be accepted starting in September 1, 2024 through December 15, 2024. (The application is made available through the Johns Hopkins School of Medicine here. )

Please note that paper applications are no longer accepted. The supporting documents listed below must be received by the SOM admissions office by December 15, 2024 . Applications will not be reviewed until they are complete and we have all supporting letters and documentation. 

• Curriculum vitae
• Three letters of recommendation
• Official transcript of school record
• Certification of terminal degree
• Statement of Purpose
• You may also submit a portfolio of published research, or samples of website or system development to support your application if you wish.

This program does not require the GRE.

Important Transcript Information

It is the policy of the School of Medicine Registrar that new students have a complete set of original transcripts on file prior to matriculation showing the degree awarded and date. An official transcript is one that is addressed to the Office of Graduate Student Affairs and sent directly from the granting institution to Johns Hopkins University School of Medicine, Office of Graduate Student Affairs, 1830 East Monument Street, Ste. 620, Baltimore, MD 21287. The transcript envelope must be sealed and stamped on arrival at the OGSA office. Transcripts addressed to the student can not be accepted even if they are sent to the OGSA address above.

Program Description

Individuals wishing to prepare themselves for careers as independent researchers in health sciences informatics, with applications experience in informatics across the entire health/healthcare life cycle, should apply for admission to the doctoral program. The following are specific requirements:

• A student should plan and successfully complete a coherent program of study including the core curriculum, Oral Examination, and additional requirements of the Research Master’s program. In addition, doctoral candidates are expected to take at least two more advanced courses. In the first year, two or three research rotations are strongly encouraged. The Master’s requirements, as well as the Oral Examination, should be completed by the end of the second year in the program. Doctoral students routinely will not be receiving a Masters degree on their way to the PhD; particular exceptions will be decided on a case-by-case basis. Doctoral students are generally advanced to PhD candidacy after passing the Oral Examination. A student’s academic advisor has primary responsibility for the adequacy of the program, which is regularly reviewed by the Doctoral Study Committee (DSC) of the Health Sciences Informatics (HSI) program.
• The student must have a minimum of two consecutive semesters (four quarters) of full time enrollment and resident on campus as a graduate student
• To remain in the PhD program, each student must receive no less than an B in core courses, must attain a grade point average (GPA) as outlined above, and must pass a comprehensive exam covering introductory level graduate material in any curriculum category in which he or she fails to attain a GPA of 3.0. The student must fulfill these requirements and apply for admission to candidacy for the PhD by the end of six quarters of study (excluding summers). In addition, reasonable progress in the student’s research activities is expected of all doctoral candidates.
• During the third year of training, generally in the Winter Quarter, each doctoral student is required to present a pre-proposal seminar that describes evolving research plans and allows program faculty to assure that the student is making good progress toward the definition of a doctoral dissertation topic. By the end of nine quarters (excluding summers), each student must orally present a thesis proposal to a dissertation committee that generally includes at least one member of the Graduate Study Committee of the Health Sciences Informatics program. The committee determines whether the student’s general knowledge of the field, and the details of the planned thesis, are sufficient to justify proceeding with the dissertation.
• As part of the training for the PhD, each student is required to be a teaching assistant for two courses approved by the DHSI Executive Committee; one should be completed in the first two years of study.
• The most important requirement for the PhD degree is the dissertation. Prior to the oral dissertation proposal and defense, each student must secure the agreement of a member of the program faculty to act as dissertation advisor. The University Preliminary Oral Exam (UPO) committee must consist of five faculty members, two of whom to be from outside the program, with the chair of the UPO committee coming from outside the program. The Thesis Committee comprises the principal advisor, who must be an active member of the HSI program faculty, and other, approved non HSI faculty members. Thesis committees must meet formally at least annually. Upon completion of the thesis research, each student must then prepare a formal written thesis, based on guidelines provide by the Doctor of Philosophy Board of the University.
• No oral examination is required upon completion of the dissertation. The oral defense of the dissertation proposal satisfies the University oral examination requirement.
• The student is expected to demonstrate the ability to present scholarly material orally and present his or her research in a lecture at a formal seminar, lecture, or scientific conference.
• The dissertation must be accepted by a reading committee composed of the principal dissertation advisor, a member of the program faculty, and a third member chosen from anywhere within the University. All University guidelines for thesis preparation and final graduation must be met.
• The Executive Committee documents that all Divisional or committee requirements have been met.

Program Handbook

Details about our program's policies are provided in our handbook here .

In addition, mentoring advising and resources are provided in this appendix .

An annual discussion and planning form is provided here for your reference.

Course Offerings

The proposed curriculum is founded on four high-level principles:

• Balance between theory and research, and between breadth and depth of knowledge: By providing a mix of research and practical experiences and a mix of curricular requirements.
• Student-oriented curriculum design: By creating the curriculum around student needs, background, and goals, and aiming at long-term competence using a combination of broadly-applicable methodological knowledge, and a strong emphasis on self-learning skills.
• Teaching and research excellence: By placing emphasis on student and teaching quality rather than quantity, by concentrating on targeted areas of biomedical informatics, and by close student guidance and supervision.
• Developing leadership: By modeling professional behavior locally and nationally.

The Health Sciences Informatics Doctoral Curriculum integrates knowledge and skills from:

• Foundations of biomedical informatics: Includes the lifecycle of information systems, decision support.
• Information and computer science: E.g. computer organization, computability, complexity, operating systems, networks, compilers and formal languages, data bases, software engineering, programming languages, design and analysis of algorithms, data structures.
• Research methodology: Includes research design, epidemiology, and systems evaluation; mathematics for computer science (discrete mathematics, probability theory), mathematical statistics, applied statistics, mathematics for statistics (linear algebra, sampling theory, statistical inference theory, probability).
• Implementation sciences: Methods from the social sciences (e.g., organizational behavior and management, evaluation, ethics, health policy, communication, cognitive learning sciences, psychology, and sociological knowledge and methods.) Health economics, evidence-based practice, safety, quality.
• Specific informatics domains: Clinical informatics, public health informatics.
• Practical experience: Experience in informatics research, experience with health information technology.

To achieve in-depth learning of the above knowledge and skills we adopt a student-oriented curriculum design, whereby we identify “teaching or learning processes,” that is, structured activities geared towards learning (i.e., courses/projects/assignments, seminars, examinations, defenses, theses, teaching requirements, directed study, research, service, internships). These processes were selected, adapted, or created in order to meet a set of pre-specified learning objectives that were identified by the faculty as being important for graduates to master.

The requirements are:

• 35 quarter credits/17.5 semester credits Core Courses (9 courses + research seminar 8 quarters)
• 48 quarter credits/24 semester credits Electives (may include optional practicum/research)
• 6 quarter credits/3 semester credits ME 250.855 practicum/ research rotation
• 36 quarter credits/18 semester credits ME 250.854 Mentored Research
• 125 TOTAL quarter credits/62.5 semester credits

Students are required to be trained in HIPAA and IRB submission, and to take the Course of Research Ethics.

IRB Compliance Training:

https://www.hopkinsmedicine.org/institutional_review_board/training_req…

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Do you want to learn how to use cutting-edge technologies

to help people better understand, manage, and improve their health? The health informatics track may be for you.

Through your studies, you will have an impact on the research community and the world by empowering people to manage their health outside of a clinical setting. You might examine:

• Population-based technologies, such as algorithms that use new data sources to better predict the spread of disease
• Patient-facing technologies, such as applications patients can use to manage and improve their own health
• Personalized medicine, which combines biology and chemistry to determine the best treatment for an individual based on their genome and other factors
• Infrastructure technologies, such as computation that preserves privacy or data mining of a large amount of health data

Learn about related research

The Health Informatics group designs, develops, and evaluates intelligent learning systems to empower people to better understand, manage, and improve their health.

Track Guide

Students who graduate from the Health Informatics programs in the School of Informatics and Computing at Indiana University understand how to combine cutting edge, innovative technologies with the latest in data analytics to design, implement, and evaluate technologies to help people better understand, manage, and improve their health. Students increase their impact in their research community and the world by empowering patients outside of the clinical setting where people live, work, and play.

The Health Informatics PhD program consists of a rigorous course sequence that introduces students to the fundamentals of design, implementation, data analytics, and evaluation. Students choose between a Design focused or Data-focused degree, selecting electives that fit their interests. Students tailor their degree with an emphasis on a particular health domain.

Primary Track Faculty

James Clawson

James Clawson’s research interests are in HCI, ubiquitous and wearable computing, and mobile health with a focus on designing and evaluating systems that support patient’s everyday engagement with their health and wellness. His recent work includes two yearlong in-the-wild deployments of mobile health technologies to support breast cancer patients as well as investigating the adoption, use, and abandonment of wearable health tracking technologies.

Dana Habeeb

Dana Habeeb is trained as an architect and urban designer. She brings a design perspective to her research in environmental planning and health. She investigates ways to engage and empower individuals to respond to current and future environmental problems by synthesizing research in climate change, public health, and environmental sensing.

Patrick Shih

Patrick Shih utilizes mixed methods approaches to tackle research problems in online and geographic communities. Specifically, my current research focuses on leveraging awareness of individual and community activities embedded in sensor technologies, smart devices, social media, and online forums in the design and construction of novel persuasive interfaces and civic engagement platforms that facilitate sustainable motivational and behavioral changes.

Katie Siek’s primary research interests are in human computer interaction, health informatics, and ubiquitous computing. More specifically, she is interested in how sociotechnical interventions affect personal health and well being. Her research is supported by the National Institutes of Health, the Robert Wood Johnson Foundation, and the National Science Foundation including a five-year NSF CAREER award. She has been awarded a CRA-W Borg Early Career Award and a Scottish Informatics and Computer Science Alliance Distinguished Visiting Fellowship.

Health Informatics Program Structure

Required courses.

The incoming PhD students in the Health Informatics track are a single cohort, but their courses will be tailored to their particular interests. There are a total of 90 credits in the Health Informatics PhD track. One recommended sequence for the first year of coursework is shown on the right.

All courses provided by faculty in the Health Informatics track, including the I609 and I709 Advanced Seminars, are open to and welcome students from other tracks and programs.

• I501: Introduction to Informatics
• I502: Human-Centered Research Methods in Informatics
• I527: Mobile & Pervasive Design
• I530: Field Deployments
• INFO I609 Seminar I in Informatics
• INFO I709 Seminar II in Informatics

NOTE: A student must take I609 and/or I709.

• INFO I790 Informatics Research Rotation (3 cr.)

NOTE: A student must complete two rotations of I790. A third rotation will not count for course credit.

• Theory and Methodology Requirement (12 cr.)

NOTE: Three courses are required and must be appropriate for a Ph.D. in Informatics.

• Minor (6-15 cr.)

NOTE: A student must complete an internal or external minor approved by the University Graduate School and the School. If a student selects an individualized minor, prior to taking courses, the University Graduate School must approve the proposed minor course list. There is no typical minor; however, students in the Health Informatics track often pursue a minor in Public Health, HCI/d, or Education.

• Electives (12-30 cr.)

NOTE: All electives must be approved by the student’s advisor and the Director of the Informatics Graduate Studies prior to enrolling in the course.

• INFO I890 Thesis Readings and Research.

Optional Courses

• I526 Applied Machine Learning
• I535 Privacy & Security of Health Information

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PhD in Personal Health Informatics

The PhD in Personal Health Informatics (PHI) is a joint program between the Khoury College of Computer Sciences and Bouvé College of Health Sciences . It combines interdisciplinary curriculum with rigorous research opportunities, including collaborations with industry partners, medical institutions, community organizations, and other partners throughout Boston’s robust health, technology, and personal health sectors.

The program focuses on innovations that improve care from the patient’s perspective, setting us apart from medical and health informatics degrees that focus primarily on the impact of provider-facing systems. These personal health technologies are used by non-health professionals both in and out of clinical settings and in various life stages of illness and wellness. We are committed to educating future leaders who will transform health care and empower individuals to lead healthy, engaged, and high-quality lives.

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PhD students at Khoury College gain deep knowledge and invaluable experience—preparing them for a career in academia as well as research.

Learning Outcomes

This program seeks to produce graduates who are capable of leading and performing independent, new research projects related to personal health informatics and who are well prepared to enter into a number of potential career paths, including industrial research positions, government consultants, or postdoctoral or junior faculty positions in academic institutions in either technology programs or schools of health science, public health, or medicine.

Degree Outcomes

The dissertation committee evaluates whether the student has produced a significant contribution to personal health informatics research. The process used by the dissertation committee is based on an assessment of the goals and objectives described in the written PhD proposal. Student success can also be measured in the number and quality of publications generated by the research.

Improving Effectiveness

Publication venues will provide a means to assess the quality of the program, as well as the research projects. External research funding and incoming student quality will be used to measure program strength. In addition, graduates will be asked for feedback concerning their training and program preparation.

Our flagship campus in Boston is just minutes away from esteemed universities, exciting start-ups, and leaders in tech, finance, health care, and more.

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The PhD in Personal Health Informatics at Northeastern University prepares students to lead research and development of new person- and patient-facing technologies that will transform healthcare delivery within the U.S. and around the world.

The program combines a strong foundation in human-computer interface technology and experimental design in health sciences with a research program focused on exploring how technology designed with a patient- or person-facing perspective might transform healthcare delivery. It brings together students who have a strong health science background and a desire to develop innovative technologies with students who have strong technical backgrounds and a passion for using technology for disruptive innovation in the health care industry.

In addition to focusing on technology to support healthcare, wellness, and coping with chronic conditions, the program provides a strong foundation in health science and experimental methodology in the health sciences, with practical experience gained during the program by immersion in one or more of Boston’s outstanding medical research institutions. Highly trained professionals with the skills and knowledge and experience to lead transdisciplinary teams in the design and validation of new health technologies are increasingly in demand in academia, industry, government, and non-profit public health organizations.

• Admitted PhD students are guaranteed full tuition scholarship and are supported with stipends or fellowships for the first five years of their program
• Joint program between the Khoury College of Computer Sciences and the Bouvé College of Health Sciences
• Unique program perspective focusing on consumer/patient facing technologies
• Program faculty are working on projects in consumer informatics, clinical informatics, behavioral informatics, and assistive technologies
• PhD students must complete and defend a dissertation that involves original research in personal health informatics
• The program focuses on Personal Health Informatics studying the healthcare system and wellness systems and supporting technologies from the patient or consumer perspective. The emphasis is on technologies that can be proven to enhance care in medical and non-medical settings, throughout all life stages and for sick, well, and specially-challenged populations of people.
• The program includes a usability evaluation practicum requirement, where all students are immersed in a healthcare context studying needs from the patient’s and consumer’s perspective and develop skills in ethnography and design.
• The program immerses all students in a one-year transdisciplinary experiential learning team project course, where core concepts are put into practice to prepare students for independent research that spans technical and health domains.

Personal Health Informatics stands to play a key role in the future of medicine. Many health systems worldwide today are focused on “sickcare,” rather than prevention and wellness. They are costly and slow to adapt to changing needs and demographics, and they are under enormous financial strain. In developing countries, large populations are served with few caregivers and often with limited resources and communication systems. Interest in consumer- and patient-facing interfaces is exploding, with industry and academia taking advantage of advances in consumer-electronics to develop novel health technologies using the Internet (e.g., personal health records), mobile devices, advanced sensors, and sophisticated computing techniques such as pattern recognition, machine learning, data mining, dialogue understanding, and advanced visualization. Northeastern’s PHI program will educate researchers who will lead this emerging industry and transform the way healthcare is delivered and wellness is managed in the U.S and worldwide.

Application Materials

• Online application and fee
• Unofficial undergraduate/graduate transcripts (you can submit official transcripts from all colleges/universities attended at the time of admission)
• Statement of purpose that should include career goals and expected outcomes and benefits from the program
• Recent professional resume listing detailed position responsibilities
• Three confidential letters of recommendation
• GRE Test Scores Optional for 2022-23
• Degree earned or in progress at an U.S. institution
• Degree earned or in progress at an institution where English is the only medium of instruction
• Official exam scores from either the TOEFL iBT, IELTS, or  PTE exam
• Applicants seeking enrollment prior to the Fall 2023 term should apply through this  link .

Application

Applicants must submit the online application and all required admission materials no later than the stated deadlines to be considered for admission. Admissions decisions are made on a rolling basis.

Applicants are reviewed annually for acceptance to the Fall Term:

• December 15: Priority deadline

Applicants seeking enrollment prior to the Fall 2023 term should apply at the link under application materials below.

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Ph.D. in Health Informatics

Carolina Health Informatics Program (CHIP)

The Ph.D. in Health Informatics program prepares graduate students to contribute to the field of biomedical and health informatics studies through research, teaching, and exposure to practical biomedical and health informatics challenges. Graduates can pursue careers in research and instruction as well as leadership roles in the health industry. CHIP provides students with research experience and provides instruction in biomedical and health informatics concepts, theories, and methods. In addition, the program supports an active research community at UNC-CH and strong connections to the thriving biomedical and health informatics industry in the Research Triangle Park, NC area.

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PhD in Health Informatics – Handbook

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Welcome to the Carolina Health Informatics Program (CHIP) PhD Handbook where student, faculty, and committee members will find detailed information about the CHIP doctoral degree program.

To access a complete and up-to-date PDF of the handbook, follow this link .

NOTE : Handbook last updated August 1, 2023

PhD Handbook

Statement of purpose.

The purpose of the Carolina Health Informatics Program’s doctoral program is to prepare graduates to contribute to the field of biomedical and health informatics studies through research, teaching and exposure to practical BMHI challenges. The doctoral program prepares scholars for careers involving research and instruction as well as leadership roles in industry. The doctoral program provides students with research experience, familiarity with BMHI concepts, theories and methods. In addition, the program allows participation in an active research community as well as exposure to the thriving BMHI industry in the RTP, NC area.

Admission Process

CHIP’s PhD program attracts students with diverse backgrounds in public health, pharmacy, dentistry, IT (information systems or computing), and clinical practices (MD or RN) who are seeking advanced training for a broad range of research and leadership roles in academic, corporate, non-profit and government settings. The main career paths envisioned for graduates with a PhD in Health Informatics include: academic research and scholarship; research scientist in non-academic setting; and leadership positions, including CIO/CRO or similar in public and private health care organizations and key health policy development roles in government agencies.

Applicants should have a GPA of 3.0 or greater for all academic pursuits, GRE scores above the 50th percentile on all sections of the test and, if applicable, a minimum TOEFL score of 90.

International Students

An international student is a student who is attending UNC-Chapel Hill without U.S. Citizenship or is not a Legal Permanent Resident of the United States.

There are many resources on campus to help guide international students through the complexities that may accompany their transition to the United States.  UNC Global International Student and Scholar Services (ISSS) is an excellent resource for international students to seek guidance with issues including arrival planning and visas.

Academic Background

Applicants must have at least a bachelor’s degree and should have a strong interest in biomedical and health informatics. Previous research experience or a master’s degree pertaining to BMHI is strongly encouraged.

Degree Requirements

The CHIP PhD program is diverse through its interdisciplinary course work and research driven projects. With the guidance of advisers, graduate students will develop a course structure that will meet the following requirements for the PhD program:

• 21 credit hours of Pillar course work
• 12 credit hours of electives*
• 6 credit hours of doctoral research credit*
• * Additional research and dissertation credit hours, elective credit hours, or transfer cred can be completed to fill the gap to accumulate the 55-credit hours required for the degree
• Completion of a comprehensive written examination
• Completion of a comprehensive oral examination based on the written examination
• Completion and defense of dissertation proposal
• Admission into candidacy
• Completion and defense of dissertation

Click Here to view a timeline of PhD program milestones and deadlines. Each of the above requirements is explained in a dedicated section elsewhere in this handbook.

Note:  Coursework can be transferred in from previous degrees.  Up to 18 credit hours can be transferred into the health informatics doctoral degree program.  The recommendation to grant transfer credit will be made on a case-by-case basis and will require the approval of the UNC Graduate School.

Note:  students are required to consult and keep current with the rules and policies of the Graduate School of UNC-CH with respect to doctoral study, candidacy, dissertation defense and other topics.

Graduate Good Standing and Grading

Students are required to be registered whenever degree progress is being made or University resources (including faculty time) are being used to appropriately reflect work being done. Academic programs and students should be aware that students who lapse enrollment lose official student status and recognized University affiliation. Additional information regarding the Graduate School registration policies is available here .

All master's and doctoral programs administered through The Graduate School operate under the same grading system. The graduate grading scale in use at UNC-Chapel Hill is unique in that it cannot be converted to the more traditional ABC grading scale. Graduate students do not carry a numerical GPA.

A student may become ineligible to continue studies at UNC-Chapel Hill and The Graduate School for academic reasons and student code violations. For more information, please refer to the Graduate School Handbook Eligibility policy .

In accordance with UNC-Chapel Hill’s grading policy , course grades will be given on the H, P, L, F scale.  If a student receives an F grade in any course, or nine credits hours of an L grade, they will immediately become academically illegible.

H            High Pass

P            Pass

L             Low Pass

F            Fail

The coursework for the PhD program is customizable and can be designed to fit each student’s interests and level of experience in various areas.  The core of the doctoral coursework will be taken for five different “pillars” which form the structure of CHIP’s curriculum: Core & Frontier; Tools & Infrastructure; Research Methods; Project Management & Leadership; and Implementation Science & Research.

Core & Frontier Pillar

Core and Frontier courses will expose students to the foundational concepts in informatics.  This pillar allows students to gain a firm understanding of research challenges and the nature of these challenges.  Courses in this pillar will cover advanced data modeling; data management and warehousing; data integration and networking; data presentation and visualization principles; data governance and data ethics. Six (6) credit hours are required.

Tools & Infrastructure Pillar

Tools and Infrastructure courses will go beyond the basic concepts and principles covered in core topics.  This pillar will offer opportunities for students to gain experience in manipulating wide varieties of data occurring in diverse health care contexts. It will also train students to build new tools and methods for extracting insights from health data.  The courses in this pillar will cover advanced training in statistical analysis; data mining; system analysis and design; data interpretation and data quality. Six (6) credit hours are required.

Research Methods Pillar

Research Methods courses will focus on constructing sound research studies concentrated on various aspects of health care.  The courses in this pillar will cover gathering research data; analysis of research data; drawing conclusions from research data; presenting research data; and identifying limitations based on gaps present in research data. Three (3) credit hours are required.

Project Management & Leadership Pillar

Project Management and Leadership courses examine current techniques and methods on leading and sustaining research projects.  Emphasis will be placed on project management skills in the context of developing and maintaining research projects that span a several year period. Three (3) credit hours are required.

Implementation Science & Research Translation Pillar

Implementation Science and Research Translation courses emphasize developing research projects with an eye toward the conversion of key outcomes that will have a direct impact on the health care of individuals or a community.  Coursework in this pillar will cover understanding intellectual property rights; collaboration with stakeholders such as government, for-profit and non-profit organizations; dissemination of research; and ensuring long-term sustainability of outcomes/solution. Three (3) credit hours are required.

Sample Pillar Course Offerings

Click Here to view a list of sample Pillar course offerings. Students can select courses from this list or consult with their faculty advisor about alternative course offerings that satisfy Pillar course requirements.

Doctoral Exam Committee (Dissertation Committee)

The primary focus of the doctoral exam committee is to guide the student through the PhD. The committee also administers the comprehensive exam, dissertation proposal, and dissertation defense.

Committee Structure

Summary of committee structure:.

• At least 5 members. The advisor(s) count towards this number
• Other members should be UNC graduate faculty or can be faculty at other institutions. Members from other institutions– known as External Members, must be nominated as a fixed-term UNC graduate faculty member prior to serving on a doctoral examination committee. Note: CHIP does not pay for members of other institutions to travel to Chapel Hill, except to provide parking vouchers if available.

Designating a Fixed-Term Graduate Faculty External Member on a Doctoral Exam Committee

The CHIP doctoral program coordinator can facilitate the fixed-term graduate faculty nomination process for students. To initiate this process students should submit the following:

• A current copy of the external members Curriculum vitae (CV)
• A link to the external members institution/employer directory listing
• A Unilateral Non-Disclosure Agreement form completed by the external member.

Upon submission of this documentation the CHIP doctoral program coordinator will submit a fixed-term graduate faculty nomination to the Graduate School.

Committee Meetings

A student's faculty advisor typically also serves as the committee Chair. Students will work with their committee chair to arrange committee meetings. If complications emerge, and it is impossible for some or all committee members to be physically present for a meeting, virtual attendance is allowed. Consult the CHIP Doctoral Canvas site for Room Reservation resources and instructions.

Students are responsible for keeping their committee up-to date with their progress and any draft revisions to their comprehensive exam, dissertation proposal and dissertation.

Official Exam Paperwork

Departmental forms and Graduate School forms are required to be completed throughout the doctoral examination process. Submit all doctoral exam paperwork to the CHIP doctoral program coordinator prior to scheduling any oral doctoral exam.

Responsibilities of Student

Students are responsible for working with their advisor to determine the best committee members to fulfill Graduate School and CHIP requirements. Students are then responsible for communicating with prospective committee members and arranging committee member tenure on their committees.

Students are responsible for notifying the CHIP doctoral program coordinator when organizing their doctoral exam committee, and each member’s role (Chair, CHIP faculty, non-CHIP faculty, and external member (if applicable). Changes to committee composition should be made in consultation with a student’s faculty advisor, and paperwork must be submitted to the doctoral program immediately.  Changes to a doctoral committee are not permitted once a student successfully defends the dissertation proposal.

Responsibilities of Advisor(s) & Committee Chair

Advisors are responsible for advising their students on appropriate committee members for student’s committees. When appropriate, advisors may need to reach out to potential committee members to introduce the student and their project.

Faculty advisors serving as committee chair are also responsible for working with the student to arrange committee meetings and keeping the committee up to date with the work of the student.

Responsibility of Committee Members

Committee members are responsible for providing guidance for student’s research, comprehensive exam, dissertation proposal, and dissertation research.

Committee members are responsible for understanding student’s work and providing critical feedback. Committee members must also put every effort forward to attend meetings and keep up to date with the student’s work.

Comprehensive Exam

The Comp Exam is comprised of two parts– a written exam and an oral exam. Each component is described below.

Comprehensive Written Exam

The purpose of the written examination is to develop a manuscript which will evaluate the core topic of the doctoral student’s research interest through a broad lens. The manuscript will be a distinct scholarly product, not a dissertation proposal. The written exam will make a comprehensive and in-depth argument for why the core topic chosen by the doctoral student deserves a new study. The scope of the comprehensive paper will be an in-depth review of the literature around the core topic. A Dissertation Diagram is available here .

To encourage the development of the doctoral student’s research focus, the written comprehensive exam can be viewed as the first iteration, as to what will later develop into, the literature review in the final dissertation. Click Here to view an example of a literature review. The structure of the exam should include past findings, limitations, and potential new research proposals. Key facets that should be covered in the written exam are:

• What are the critical informatics dimensions associated with the core topic of the paper?
• What are the critical health / wellness dimensions associated with the core topic?
• What are the measures and methods used in the past to determine the association between the informatics dimensions and the health dimensions associated with the core topic?
• What were the major findings and observations?
• What were the major limitations associated with past studies associated with the core topic (both methodological and outcome/result level limitations should be discussed)?

Examples of recent written Comprehensive Exams from CHIP doctoral students:

• “ Electronic Health Records Interoperability Research Needs Assessment: A Systematic Review ” (CHIP Doctoral Student Adam Lee, 2020).
• “ Improving Management of Individual Patients with Leukemia ” (CHIP doctoral student, Vincent N. Carrasco, MD MSIS, 2020).

Written Exam Guidelines

Doctoral Students may begin working on their comprehensive exam during the semester in which they complete the course work for their pillar requirements. Doctoral students will not be allowed to register for course credit for their comprehensive exam until they have completed the Doctoral Exam Report Form.

Comprehensive exam coursework will be taken under the guidance of the doctoral student’s advisor. For course credit, students shall enroll in CHIP 994 under the Program Director, Dr. David Gotz (Advisor- Dr. Gotz, Professor of Information Science in the School of Information and Library Science; Course number- CHIP 994). Students should ensure that Dr. Gotz stays up to date on relevant progress updates but the majority of advising will take place under the guidance of the student's official advisor.

There are no official requirements for the length comprehensive exam or number of articles that should be included in the written exam. The length and scope of the exam will vary depending on a number of factors, including if and when the last systematic review of the core topic was conducted and the very nature of the topic itself. Doctoral students are expected to produce a review that adequately covers all the facets provided above.

Note: students are permitted to complete the Comprehensive Exam and the Dissertation Proposal at the same time. In this instance, both the written paper and the oral examination must fulfill the required components of both exams . Consult your faculty advisor if you are interested in developing and defending these examinations at the same time.

JAMIA systematic reviews are the standard for CHIP students. Other, non-JAMIA, systematic reviews can be referenced and cited in the written exam as well.

Examples of systematic reviews:

• Brandon M Welch, Kensaku Kawamoto; Clinical decision support for genetically guided personalized medicine: a systematic review, Journal of the American Medical Informatics Association, Volume 20, Issue 2, 1 March 2013, Pages 388–400,  https://doi.org/10.1136/amiajnl-2012-000892
• K Ann McKibbon, Cynthia Lokker, Steven M Handler, Lisa R Dolovich, Anne M Holbrook, Daria O'Reilly, Robyn Tamblyn, Brian J Hemens, Runki Basu, Sue Troyan, Pavel S Roshanov; The effectiveness of integrated health information technologies across the phases of medication management: a systematic review of randomized controlled trials, Journal of the American Medical Informatics Association, Volume 19, Issue 1, 1 January 2012, Pages 22–30,  https://doi.org/10.1136/amiajnl-2011-000304

The comprehensive exam is not a traditional systematic review, but rather a comprehensive view of the core research topic.

The core research topic of the written exam must be approved by the doctoral student’s advisor. The doctoral student’s committee should be notified about the core research topic, but approval is not required. Approval from the director of the program is not necessary.

Comprehensive Oral Exam

The primary purpose of the comprehensive oral exam is to evaluate whether the student has processed the major points discussed in the comprehensive exam paper. It is also an opportunity for a student’s committee to ask any clarifying questions over points made in the comprehensive exam paper.

The advisor must ensure that all committee members are satisfied with the state of the comprehensive written exam before scheduling the oral exam. Doctoral students will keep committee members up-to date with the developments of their comprehensive exam so that the committee will be prepared to address the core research topic during the oral exam.

Format for the Comprehensive Oral Examination

The typical length of the oral defense is 1 to 1.5 hrs.   At the beginning, the student should provide a brief, 15 to 20 min., presentation touching on the key areas covered in the comprehensive exam.   The floor will then be opened for the committee members to ask follow-up questions on the scope, key observations, related research, and gaps in past research identified by the student in the comprehensive written exam.

The goal here is NOT TO TEST the MEMORIZATION ability of the student in terms of being able to regurgitate content verbatim from the comprehensive exam paper.   Rather, the goal is to assess if the student grasped the core issues, past research findings, some of the major methods, and gaps in research discussed in the comprehensive exam paper.

A related goal is to ask clarifying questions and to ensure all the committee members accurately understand what the student expressed in the comprehensive paper.

The Q&A portion of the oral exam may last 45 min to an hour.   After the Q&A period, the committee chair will request the student to leave the room temporarily and seek feedback from all the committee members before making their final judgment of the exam (Pass or Fail).  If all the members reach a decision (pass or fail), then the student will be requested to re-enter the room and the judgement will be conveyed to the student.

A student passes an examination only after the approval of a majority of the examining committee members.

Note - on rare occasions, a committee member may insist that the comprehensive paper be revised based on findings revealed during the oral exam, before agreeing on a pass.  In such a case the committee chair will request the student to make the change and upon revision, evaluate the change in consultation with the committee member who raised the issue.  If the requesting committee member is satisfied by the change, the committee member will be requested to sign off.  A repeat of the oral defense is usually not required to evaluate such revision requests.

It is permissible for the committee chair to request questions from the committee prior to the oral exam and pass on the questions to the student.   It is up to committee members to voluntarily offer these questions.  Committee members may come up with new or additional questions during the oral exam.

Doctoral students who fail to pass the oral examination will be allowed a single re-take within one academic year time frame. The re-take may or may not require revisions to the submitted exam. Students who do not pass the comprehensive examination on their second attempt will not be allowed to continue in the program.

Required Documentation for Comprehensive Exam

Students must inform the CHIP doctoral program coordinator that an oral doctoral examination has been scheduled via the Notification of Scheduled Examination form . Submitting this completed form signifies your Oral Examination has been scheduled, and that the CHIP doctoral program coordinator should supply the committee with the required Graduate School forms needed to certify their judgement (pass or fail) of your oral exam.

Immediately after the examination has been given, results should be sent to the Program Coordinator on the  Doctoral Exam Report Form Part I & Part II . Part I of the form certifies completion of the written examination, and Part II certifies completion of the oral examination. The Committee Chair should certify the completion of both examinations upon successful completion of the student’s oral examination.

The Committee Chair should submit all paperwork to CHIP Program Coordinator.

In general, only a short interval should separate the two examinations. It is the responsibility of the student to work with their advisor to complete their comprehensive exam within a reasonable amount of time. If the timeline is delayed more than one (1) semester, students must meet with Program Coordinator to provide justification for the delay.

Students are responsible for keeping their committee up to date on their comprehensive exam topic and draft revisions.

It is the student’s responsibility to address all committee members feedback to the written comprehensive exam and oral comprehensive exam.

The advisor is responsible for guiding the students research topic for the comprehensive exam and assisting the student in gathering appropriate literature for the written portion of the exam.

The advisor/committee chair is responsible for assisting in arranging the oral comprehensive exam and verifying that all committee members have reviewed the written comprehensive exam and returned all relevant feedback to the student.

Should the student fail the oral comprehensive exam, the advisor is responsible for ensuring that the student has made appropriate revisions to the written comprehensive exam and that all committee members are satisfied with the revised comprehensive exam. The Committee Chair is responsible for submitting all portions of the Doctoral Exam Report Form to the CHIP doctoral program coordinator.

Responsibility of Dissertation Committee Members

All committee members should read and evaluate the written comprehensive exam. Written feedback should be provided to the student before the oral examination. Each committee member should prepare questions about the student’s written comprehensive exam.

Committee members are responsible for approving the final version of the comprehensive exam. This may require an additional reading of a portion of the exam, or in some cases, all of the written exam if extensive edits are requested.

Committee members are also responsible for ensuring the comprehensive exam is sound in research and level of doctoral ability.

Dissertation Proposal

After successfully passing the comprehensive exam, the student will be required to submit a dissertation proposal which, beyond the systematic review previously completed, should include a methods section, a discussion on potential findings, and a section which anticipates limitations and ethical challenges.  The proposal is not a literature review but the submission of a research question that will be the focus of the doctoral student’s dissertation. The proposal will focus on the student’s chosen methodology to address the research question. The dissertation proposal must also include a thorough justification for the methodology. View Dissertation Diagram  here .

Ideally, the dissertation proposal and research question will develop out of the research conducted during the comprehensive exam.

The proposal will be reviewed by the doctoral student’s dissertation committee.  If the committee agrees with the student’s dissertation proposal, they will determine a suitable oral defense date for the student. The written portion and the dissertation proposal must be completed within one year after the student successfully completes their comprehensive exams.

When students successfully complete their proposal, they will then be allowed to proceed to the dissertation research project stage. If for any reason, the committee determines oral defense to be unsatisfactory, students will be given one additional opportunity to successfully defend the proposal; however, the second defense must be held within three months after the initial proposal defense is held.

Dissertation Proposal Format

Chapter I: Introduction (Overview of the Dissertation)

Problem Statement

Purpose of the Study

Research Questions/Hypotheses

Experimental Design Associated with Hypotheses

Significance

Contributions

Limitations

Chapter II: Background and Related Work*

Historical Background

Literature Review

Review of Theories Related to the Topic

*The Background section should be exclusively focused on very closely related past research papers that directly intersect with the research question/s or the methodology discussed in the proposal (i.e., a small subset of the papers discussed in the comprehensive paper).

Chapter III: Methodology (Details of Dissertation)

Preliminary Studies (Optional)

Experimental Design Applied (e.g. data sources, data collection, analysis, evaluation, etc.)

Chapter IV: Timeline

Chapter V: Bibliography

-Columbia University, Department of Biomedical Informatics. “Dissertation Proposal Defense & Dissertation Defense.”  www.dbmi.columbia.edu/dissertation-defense  (accessed March 21, 2019)

At the discretion and approval of the doctoral student’s advisor, the dissertation proposal should consist of 12 – 30 single-spaced pages with half-inch margins and will be done in Times New Romans, 12-point font.

Example :  This dissertation proposal from CHIP PhD graduate, Malvika Pillai (2022), is a good example covering the important sections for the dissertation proposal.

Dissertation Proposal Defense

Students are encouraged to use the Dissertation-Proposal-Defense-Meeting-Checklist as they prepare to defend the dissertation proposal.

The student must be enrolled in 3 credits of 994 hours the semester of their Dissertation Proposal Defense.

Each member of a student’s dissertation committee must be present during this defense– either virtually or in person. The typical length of the dissertation proposal defense is 1 to 1.5 hrs.   At the beginning, the student should provide a presentation touching on the key areas covered in the methodology section of the dissertation proposal.   The floor will then be opened for the committee members to ask follow-up questions on the dissertation proposal.

The primary goal is to determine whether the student has developed adequate methodology to address the research question and whether the student has grasped the issues surrounding their chosen dissertation research topic. The Secondary goal is for committee members to ask clarifying questions to accurately understand what the student aims to produce in the dissertation research.

The Q&A portion of the oral exam may last 45 min to an hour. After the Q&A period, the committee chair will request the student to leave the room temporarily and seek feedback from all the committee members.  If all the members reach a judgment (pass or fail), the student will be asked to re-enter the room and the judgment will be conveyed to the student.

Note – A graduate student who fails either a written or oral examination may not take the examination a second time until at least three months after the first attempt. The student should work with the academic program to identify areas needing additional emphasis and to establish an action plan to prepare for taking the exam a second time. A student who fails an examination for the second time becomes academically ineligible to continue in the Graduate School.

Immediately after the examination has been given, results should be sent to the CHIP Doctoral Program Coordinator on the  Dissertation Proposal Committee Form .

Required Documentation for Dissertation Proposal

Upon successful completion of the dissertation proposal defense, each dissertation committee member must sign Section II of the Graduate School’s Doctoral Committee and Dissertation Project Form . This form must be submitted to the CHIP Doctoral Program Coordinator.

It is the responsibility of the student to work with their advisor to develop their dissertation proposal within 1 semester of passing their comprehensive exam.  If the timeline is delayed more than one (1) semester, students must meet with the Program Coordinator to provide a justification for the delay.

Students are responsible for keeping their committee up to date on their dissertation proposal status and draft editions. It is also the student’s responsibility to address any feedback provided by the committee on the dissertation proposal.

The advisor is responsible for assisting the student in developing their dissertation proposal.

The advisor/committee chair is responsible for assisting in arranging the dissertation proposal defense, verifying that all committee members have reviewed the dissertation proposal and returned all feedback to the student prior to the defense.

Should the student fail the dissertation proposal defense, the advisor is responsible for contacting the Program Coordinator and meeting with the relevant parties to determine the next steps.

Responsibility of Dissertation Proposal Committee Members

All committee members should read and evaluate the written dissertation proposal. Written feedback should be provided to the student before the oral defense. Each committee member should prepare questions about the student’s research and the dissertation proposal.

Committee members are responsible for approving the final version of the dissertation proposal. This may require an additional read of a portion of the dissertation proposal, or in some cases, all of the proposal if extensive edits are requested.

Admission into Candidacy

Admission to candidacy recognizes the achievement of a significant milestone in the career of a doctoral student and signifies that the only outstanding requirement for the degree is the dissertation. The student is then designated ABD—all but dissertation. Students will be designated as ABD after they have passed both the doctoral written and oral comprehensive examinations, have submitted an acceptable dissertation proposal, and have completed all courses required by the program.

Graduate School Required Documentation

After passing the dissertation proposal defense, students should complete the Application for Admission to Candidacy Form and submit it to the CHIP doctoral program coordinator. The form will be reviewed and approved by the CHIP program director prior to being submitted to the Graduate School. The ABD/Advanced to Candidacy milestone in ConnectCarolina will be marked ‘complete’ once the form is processed by the Graduate School.

Dissertation & Defense

Timing of dissertation research.

Doctoral students have a total of 8 years to complete their doctoral degree from semester of first admittance into the program until the semester of their dissertation defense. Reapplication is required if the student goes beyond 8 years. Any student considering reapplication must first schedule a meeting with the program director, program coordinator, and advisor to discuss the student’s timeline.

Doctoral students must be enrolled in 3 credits of 994 hours during any semester an action is taken on any doctoral examination. Students must complete the 994 Course Registration form and Learning Contract each semester they intend to enroll in this course.

Students must be enrolled in 994 during the semester of their dissertation defense (final oral defense).

Writing the Dissertation

The Graduate School only accepts dissertation formats produced according to the standards in the  Graduate School's Thesis and Dissertation Guide . Documents must be prepared in a form consistent with approved methods of scholarly writing and research. On matters of form, the student should also consult published manuals of style. Sample draft pages of the document may be pre-approved by Graduate School staff before the submission deadline, but final approvals will occur only after the student has submitted the final document.

The Defense (Final Oral Examination)

The final oral defense will be held only after all members of the committee have had adequate opportunity to review a draft of the doctoral dissertation. The dissertation advisor is responsible for determining that the draft is in an appropriate form for committee evaluation. The dissertation advisor should keep all other committee members fully aware of the progress the candidate is making on the dissertation. If substantial revisions are necessary, they should be completed before the final oral defense is scheduled. The dissertation advisor is responsible for informing the committee of their responsibility to conduct a careful review of the dissertation, and ensures all committee members are given sufficient time to review, provide feedback, and are aligned in terms of arranging a specific oral defense date.

Candidates will work with their advisor/committee chair to schedule a dissertation defense meeting with their dissertation committee. All committee members are expected to be present at the defense. When necessary, participation via distance-based capabilities is appropriate and should be mutually agreeable to the student and other committee members.

The defense may be open to the public, limited in attendance to the candidate and the committee, or a combination of the two. Questions that relate the dissertation to the field are appropriate.

The defense will begin with a concise presentation from the student over their dissertation research. Then a Q&A session from the committee will commence and will continue until the committee chair deems all appropriate questions have been addressed, and all discussion of the dissertation is complete.   After the Q&A period, the committee chair will request the student to leave the room temporarily and seek feedback from all the committee members.  After the committee members reach a judgement (pass or fail), the student will be requested to re-enter the room and the judgement will be conveyed to the student. At the time of the final oral defense the committee may require revisions and/or corrections to the student’s written dissertation, but these should constitute relatively minor changes agreed to by a majority of the committee members.

Required Documentation for Dissertation and Final Defense

Upon successful completion of the oral dissertation defense the entire committee should sign Part III of the Doctoral Exam Report Form . If no revisions or corrections are required to be made to the written dissertation, the entire dissertation committee can also sign Part IV of the Doctoral Exam Report Form . The CHIP doctoral program coordinator will provide instructions to the committee chair to facilitate completing this form. Students are not expected to collect the signatures required for this form.

If revisions and/or corrections to the written dissertation are required, the dissertation committee must wait to complete Part IV of the Exam Report Form until the revisions/corrections are made by the student.  Once revised/corrected the committee chair should inform the CHIP doctoral program coordinator to facilitate the completion of Part IV of the Doctoral Exam Report Form–collecting signatures from the entire committee, in addition to checking the box on the form to certify all required edits were made and the final dissertation document is approved for electronic submission. Finally, the completed Doctoral Exam Report Form should be sent to the Program Coordinator for submission to the Graduate School to record completion of the dissertation and defense.

Note  - A graduate student who fails either a written or oral examination may not take the examination a second time until at least three months after the first attempt. The student should work with the academic program to identify areas needing additional emphasis and to establish an action plan to prepare for taking the exam a second time.

A student who fails an examination for the second time becomes academically ineligible to continue at the Graduate School.

Submission of Completed Dissertation

Completed theses and dissertations must be submitted by the deadlines posted on the Graduation Deadlines website, in final form designed to meet the standards defined in The Graduate School's Thesis and Dissertation Guide. The Submission Checklist is a helpful resource guide that outlines all formatting instructions for a successful submission. Documents submitted electronically will not require front page signatures. It is strongly suggested that every document be submitted well before the deadline to ensure ample time for format revisions.

Suggested Dissertation Submission Timeline

1. Writing Dissertation

• To ensure that all standards are met, consult The Graduate School’s Thesis and Dissertation Guide
• Review and discuss how copyrighting may impact research and writing, including decisions about publishing one’s own work.  The University Libraries' Scholarly Communications Office   is a campus resource on scholarly publishing practices.
• Take advantage of campus resources such as workshops, University Libraries, and the Writing Center.

2. Before Dissertation Defense (final oral defense)

• Set up account in the  ProQuest ETD Administrator . Review the site for useful information about the online submission process.
• Ensure that all committee members have reviewed the final dissertation draft.

3. After Defense

• Students should collect any edits required by committee members.
• Final approval of all edits and changes must be approved by the committee.
• Submit the completed and approved dissertation to the Graduate School. Follow the checklist and submission instructions in the  Thesis and Dissertation Guide .
• In addition to uploading a PDF of the dissertation, students should be prepared to provide added information (e.g., abstract, keywords, and subject headings) about the dissertation for indexing and identification purposes.
• After the dissertation has been submitted, students should check email regularly for updates. Make any required revisions promptly.
• Students will receive a final email notifying them that their ETD has been accepted. ProQuest will make the title and abstract of the dissertation available online shortly after graduation. The University Libraries will make the dissertation available within one semester.

Responsibilities of the Student

It is the student’s responsibility to work with their advisor to conduct their dissertation research and write their dissertation. Students are expected to follow Graduate School standards defined in The Graduate School’s Thesis and Dissertation Guide .

Students are expected to keep their committees informed of all dissertation drafts and developments. Students are also responsible for updating the Program Coordinator about their dissertation timeline.

Under the guidance of their advisor, students are responsible for addressing all appropriate changes and edits committee members suggest to their dissertation research and final draft.

Students are responsible for submitting their completed dissertation to the Graduate School and for applying to graduate in the appropriate semester through ConnectCarolina. Students are also responsible for addressing all Important Graduation Dates for the semester they intend to graduate in.

Responsibilities of the Advisor(s) & Committee Chair

The responsibilities of the advisor include guide the doctoral student’s dissertation research project and dissertation development. The advisor should be aware of all dissertation development, concerns, and if applicable, delays. The advisor is encouraged to reach out to the program with any questions or concerns about the dissertation process.

It is the advisor’s responsibility to determine when the student’s dissertation has reached a point of completion, that it can be share with the committee. The advisor is responsible for ensuring that the student addresses all appropriate concerns and edits to the dissertation draft, submitted by the committee before the dissertation defense.

Once the advisor deems the dissertation complete, it is the responsibility of the advisor/committee chair to assist the student in arranging the dissertation oral defense with the committee. During the defense, the advisor/committee chair will be responsible for running the defense.

The advisor is responsible for ensure that any edits or suggestions made by the committee during the defense are completed by the student and agreed to by a majority of the committee before the student submits the dissertation to the Graduate School.

Responsibilities of the Other Dissertation Committee Members

All committee members should read and evaluate the dissertation. Written feedback should be provided to the student before the oral defense. Each committee member should prepare questions about the student’s research and the dissertation.

Committee members are responsible for approving the final version of the dissertation. This may require an additional read of some or all of the dissertation if extensive edits are requested.

Preparing for Graduation

The following tasks and paperwork should also be completed during a student’s final semester, by the given deadline specified for each.

Apply to Graduate

All candidates must apply to graduate through their ConnectCarolina accounts. Full instructions can be found at the  University Registrar’s Applying for Graduation  site. Students should follow the  Important Graduation Dates  schedule set by the Office of the University Registrar.

Program Certification of Degree Requirements

Students should submit a Program Certification of Degree Requirement Form to the CHIP doctoral program coordinator upon successful submission to the ProQuest ETD Administrator site.

Publications & Presentation

There is no official requirement for CHIP PhD students to submit to peer-reviewed journals or other scholarly publications.  However, students will be expected to actively participate in scholarly writing and dissemination of research through presentations and publications.  Likely venues to be targeted will include national conferences such as the AMIA and IEEE meeting and high impact journals such as the Journal of the American Medical Informatics Association.

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Transform healthcare with technology

PhD In Personal Health Informatics

Interdisciplinary program offered by

The PhD in Personal Health Informatics (PHI) is a joint program between the Khoury College of Computer Sciences and Bouvé College of Health Sciences . With an interdisciplinary focus, our PHI doctoral students collaborate with research partners in health organizations, medical institutions, and industry, as well as  partners throughout Boston’s robust health, technology, and personal health sectors. A rigorous curriculum grounds our PHI students in systems and theories related to the behavioral aspects of medicine and health and human-computer interaction.

This program focuses on innovations that change and advance health and wellness across the human lifespan. This sets our program and faculty apart from medical and health informatics programs that are centered on the impact of provider-facing systems. Our community is made up of students from diverse backgrounds: while some come with a tech background they want to apply to health and wellness, others come directly from a health and wellness setting, where they’ve perceived how tech research can improve practice. We are committed to educating future leaders who will do research that transforms healthcare and empowers individuals to lead healthy, engaged, and high-quality lives.

As a joint doctoral degree between Khoury College and Bouvé College of Health Sciences , the Personal Health Informatics PhD program takes a truly interdisciplinary approach that combines computer science, design, and health.

Research is integral to the Personal Health Informatics doctoral degree, as students and faculty work together to find impactful solutions to today’s health and wellness challenges. Researchers cross the boundaries of public health, medicine, and social and computer sciences—which in turn prepares students for excellence in a specific research area of personal health informatics. It is this interdisciplinary experience that sets the program apart.

Demand is on the rise for patient-centered human-computer interfaces that are cost-effective and improve health knowledge and outcomes. Experts skilled in creating these technologies will be vital to emerging industries, and personal health informatics will take center stage in the future of medicine.

Get ready to ignite positive, disruptive change in health and wellness worldwide.

The PHI PhD program prepares researchers to lead a transformation in the way wellness is managed and healthcare is delivered nationally and globally – especially for older adults, urban minorities, persons with disabilities, and populations with low health literacy. Graduates of our program will be equipped to invent, prototype, evaluate, and share broadly the next generation of personal health informatics technologies.

The PHI Seminar Speaker Series

Speakers include innovative thinkers in academia and health and medical technology on varied topics, including basic research that impacts PHI technology, development, deployment, and evaluation of PHI systems, innovations in related key technologies, and health technology innovation, dissemination, and entrepreneurship.

Northeastern PHI Seminar Speaker Series

This is a one-way, low-volume mailing list for talk announcements in the Personal Health Informatics Seminar Speaker Series. The PHI list is the best one for those who want to receive speaker series announcements and other information related to personal health informatics.

Join the PHI Seminar list »

Northeastern personal health informatics.

This mailing list is for anyone in the Northeastern community and Boston area interested in personal health informatics or related topics. Messages appropriate for the list include announcements of talks/seminars at Northeastern and in the Boston-area, calls for conference or journals papers, information about requests for grant proposals, announcements of upcoming events/conferences, announcements for open jobs that may be of interest to list members, and pointers to information on new, interesting innovations in personal health informatics. This list will also include the PHI-Seminar announcements. All members of the list can post to the list.

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• Biomedical & Health Informatics

PhD in Biomedical & Health Informatics

The Biomedical & Health Informatics doctoral program trains researchers in biomedicine, population health, and clinical care domains. Program trainees will acquire a core set of skills spanning computing, biostatistics, and biomedical research through a combination of course work as well as participation in research in the Population and Quantitative Health Sciences (PQHS) department.

The PQHS department reflects the vision of the next generation of data-driven biomedical research that leverages a unique combination of faculty members who have expertise in basic science, clinical care, computer science, mathematical statistics, community healthcare, and epidemiology.

Current faculty research projects include the analysis of clinical data for early markers of kidney disease, the use of big data technologies for processing streams of seizure data, and applying machine learning to analyze libraries of information to identify new applications for existing therapeutics. This gives students in the BHI program a unique opportunity to define and address highly inter-disciplinary research themes, which is a valuable component of a BHI researcher.

The curriculum for the doctoral program is designed for students to acquire skills in the three areas of concentration:

• Data Analytics  with a focus on statistics and data wrangling
• Biomedical Health  with a focus on systems biology, clinical, and health issues
• Computational and System Design  with a focus on knowledge representation, information retrieval, and Big Data

The core curriculum of the doctoral program involves seven courses – four required courses and three electives. All first-year students admitted to the doctoral program are fully funded by the Case Western Reserve School of Medicine, including stipend, tuition, and health insurance. During the first year, students perform research rotations with different faculty members, which helps them select a research advisor. After the conclusion of the first year, students will be supported by their research advisor for the remainder of their doctoral program.

Learn more about program options:

• BHI PhD Admission
• BHI PhD Curriculum
• BHI PhD Research Opportunities

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Doctorate in health informatics.

The program is best suited for individuals who have at least three (3) years of informatics experience at the management or supervisory level. An applicant who lacks substantial informatics in her or his background must at least have advanced IT work experience.

The DHI is a 63-semester credit hour program for students who already hold a master’s degree in health informatics, or a related field. Students without a master’s degree in health informatics, or a related field, can enter the program with a bachelor’s degree. However, those students must complete 33 semester credit hours of didactic coursework before starting the DHI curriculum.

Please ensure you review the  Admissions Requirements  for your particular program of interest. Feel free to visit our  Frequently Asked Questions (FAQ)  page to also assist with your application journey.

Admission Deadlines

Interested in learning more? Visit the  Prospective Student Information Sessions  webpage for upcoming prospective student webinars for all programs offered at McWilliams School of Biomedical Informatics (SBMI). Be sure to register for the event date and time that best works with your schedule!

This practice doctorate provides informatics leaders with the advanced education required to translate evidence from original research, evaluate current practices, and utilize critical thinking to accelerate the adoption of best informatics practices in clinical and healthcare organizations. Because the program is geared towards working professionals, instruction for the DHI is in a hybrid environment with more than 50% of the coursework taught online. Students will be required to make visits to campus each semester to meet with their classmates, instructors and advisors.

Rather than write a dissertation for the culminating project, the DHI program requires a large-scale translational project that students must complete in a healthcare organization.

•   - Panel">    

Important 2024 Dates for Admitted DHI Students

• New DHI Student Orientation: August 22 and 23, 2024

Contact Information:

For more information about the DHI program please contact

Office of Academic Affairs D. Bradley McWilliams School of Biomedical Informatics at UTHealth Houston (713) 500-3591 [email protected]

DHI Program Director Angela Ross, DNP

DHI Program Coordinator Debora Simmons, PhD

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Information Science Ph.D. With a Concentration in Health Informatics

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Why Earn an Information Science Ph.D. With a Concentration in Health Informatics?

The UNT Information Science Ph.D. program with a concentration in Health Informatics responds to the varied and changing needs of an information age, increasing recognition of the central role of information and information technologies in individual, social, economic and cultural affairs.

The mission of UNT's Information Science Ph.D. program is to provide a center of excellence in graduate education and research. Its primary goals are to:

• Nurture critical and reflective thinking on the fundamental issues and elements of problems of utilization of information
• Foster an environment of substantive and productive mentoring and apprenticeship
• Prepare scholars passionate about the role of information in human affairs
• Foster cross-disciplinary thinking and research.

Students are recruited to the program from a wide range of disciplines and encouraged to expand and refocus their expertise and skills in cutting-edge areas of information science that cross disciplinary boundaries. The multifaceted nature of information science warrants the focusing of resources, courses and faculties from a broad range of academic units.

• Research and publication
• Pedagogical practices
• Critical thinking
• Leadership ability
• Data analysis

Information Science Ph.D. With a Concentration in Health Informatics Highlights

What can you do with an information science ph.d. with a concentration in health informatics.

There is a great need for a health care workforce that possesses the skills and competencies that this concentration provides. Graduates will be able to work in health care as well as health information management settings.

Information Science Ph.D. With a Concentration in Health Informatics Courses You Could Take

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Information Data Science Ph.D.

Consumer Behavior and Experience Management Information Science Ph.D.

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Doctorate in Health Informatics

McWilliams School of Biomedical Informatics is the first school in the nation to offer an advanced, practice degree in health informatics. The Doctorate in Health Informatics (DHI) provides unique curriculum that was custom-built for executive-level professionals seeking a terminal, applied degree in the field of health informatics.

The program is best suited for individuals who have at least three (3) years of informatics experience at the management or supervisory level. An applicant who lacks substantial informatics in her or his background must at least have advanced IT work experience.

The DHI is a 63-semester credit hour program for students who already hold a master’s degree in health informatics, or a related field. Students without a master’s degree in health informatics, or a related field, can enter the program with a bachelor’s degree. However, those students must complete 33 semester credit hours of didactic coursework before starting the DHI curriculum.

This practice doctorate provides informatics leaders with the advanced education required to translate evidence from original research, evaluate current practices, and utilize critical thinking to accelerate the adoption of best informatics practices in clinical and healthcare organizations. Because the program is geared towards working professionals, instruction for the DHI is in a hybrid environment with more than 50% of the coursework taught online. Students will be required to make visits to the McWilliams’ campus each semester to meet with their classmates, instructors and advisors.

Rather than write a dissertation for the culminating project, the DHI program requires a large-scale translational project that students must complete in a healthcare organization.

Program Type: Doctoral Program Format: Online Program Website Share

• Biomedical Informatics >
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• PhD Program

PhD Program in Biomedical Informatics

Make your mark: Our PhD program in biomedical informatics — the first and only one of its kind in the State University of New York system — helps you develop the sought-after skills for academic and applied research careers in our rapidly expanding field.

Prepare to Lead

Growth in health-related industries, hospitals and other health care systems have spearheaded Buffalo’s recent economic renaissance.

All require effective information management systems and technologies.

That’s where you come into the picture and take your place — front and center.

A PhD in biomedical informatics from UB prepares you to lead these organizations through complex information management challenges. With your advanced knowledge and skills, you’ll apply sophisticated tools and methods to help design new systems and applications.

Best of all, thanks to our close partnerships with regional health care organizations, you don’t have to wait until you’ve earned your PhD to begin making high-level contributions to our field:

You’ll forge those connections and collaborations while training with us.

Specialize with the Experts

We offer you a broad-based curriculum in the foundations of biomedical informatics while fostering your specialized skills in one of our field’s five key areas:

• 11/17/16 Bioinformatics
• 11/17/16 Biomedical Ontology
• 9/28/23 Clinical Informatics
• 11/17/16 Public Health Informatics
• 11/17/16 Sociotechnical and Human-Centered Design

As a PhD candidate, you’ll take upper-level classes in your specialty area. You’ll conduct your research with a dedicated faculty member who has the type of expertise and research portfolio you wish to develop — a dedicated mentor who will guide you through every phase of your research.

The result of this tailored approach to your training?

You’ll graduate from our program ideally positioned for a career at the leading edge of biomedical informatics.

Access Sophisticated Resources

Harness the data you need for your research.

Stay abreast of the latest work in our field.

Train with this region’s leading experts and most advanced tools.

Our PhD candidates enjoy an all-access pass to UB’s state-of-the-art computational resources as well as the sophisticated initiatives led by our campus and regional partners.

Among others, these resources include:

• the Institute for Healthcare Informatics , a 3+HIPAA-compliant data storage and computing facility
• the UB Center for Computational Research , one of the leading academic supercomputing sites in the U.S.
• UB’s Clinical and Translational Science Institute, the regional hub of translational research 
• UB’s Virtual Computing Lab, which features MATLAB, Minitab, SPSS and other research software tools
• the Ontology Research Group , a nationally recognized center for ontology and electronic health records
• the Population Health Observatory , a research, training and data center in the School of Public Health and Health Professions
• the Upstate N.Y. Practice-Based Research Network , a center for outcomes research
• HEALTHeLINK , a health information exchange
• the Health Sciences Library , which conducts a variety of training programs in bioinformatics

Co-Director, PhD Degree Program

Werner Ceusters, MD

Division Chief, Biomedical Ontology

Department of Biomedical Informatics 77 Goodell street Buffalo, NY 14203

Phone: (716) 881-8971

Email: [email protected]

Doctorate in Health Informatics Online

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Degree Options and Potential Careers

Pursuing a Ph.D. in health informatics online takes commitment and dedication, but the hard work often pays off with career opportunities. As the  healthcare field continues to grow  and advance technologically, the workforce also expands. Consequently, healthcare is the  second most popular bachelor’s program  and the third most popular master’s program. This creates more demand for college-level healthcare teachers.

When you earn a doctorate in health informatics online, however, opportunities extend into many other areas. Graduates can explore the medical management profession , pursue  computer and information research , or apply their skills to a management analyst role in a variety of industries. This guide explores doctorate in health informatics online programs in more detail, highlighting what they entail and what career opportunities they can result in.

Should I Earn an Online Ph.D. in Health Informatics?

While students have personal motives for pursuing a Ph.D. in health informatics online, here are some of the more common reasons:

Growing collegiate student body

With the influx of students pursuing bachelor’s and master’s degrees in healthcare and health informatics, the need for instructors increases. A Ph.D. in health informatics online gives graduates the skills and qualifications to earn teaching positions and prepares them for the field’s technological evolution.

Technological developments in healthcare

According to the Bureau of Labor Statistics (BLS), the adoption of electronic records and advanced information technology systems in healthcare calls for managers with information technology and informatics expertise. Because of that, many healthcare professionals pursue doctorates to gain specialized technology skills and position themselves for management careers.

Broadly applicable skills

Advanced training in informatics, like that in a doctoral program, provides students with the ability to use technology to solve complex problems, monitor large-scale data groups, and improve decision-making processes. While important to healthcare, these skills also apply to a variety of other careers and industries, like business, manufacturing, logistics, and research.

Helping Others

At the core of all healthcare careers is the desire to help people. Health informatics professionals with doctorates can create change and truly impact the healthcare system overall. Through their research, design, or decision-making, graduates of these programs serve their communities and the world through their work.

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What Can I Do With an Online Ph.D. in Health Informatics?

After earning a Ph.D. in health informatics online, graduates can pursue a variety of industries. Many doctoral program graduates pursue careers in academia, working as professors and performing scholarly research. Similarly, graduates can pursue research positions. While researchers typically work at universities, they can also work at government institutions, medical institutions, and private or nonprofit organizations.

In the healthcare industry, doctoral graduates tend to occupy the highest positions.  According to the BLS , advancement to top-level executive positions typically requires a master’s degree, with doctorates offering additional qualifications. That applies to hospitals, health centers, research institutions, and clinics.

Graduates may also seek out consulting or analyst positions — roles that allow them to move between locations, helping other organizations make better decisions and solve problems. This type of opportunity may come from outside the healthcare world, as the technical skills acquired in a healthcare informatics doctoral program can also aid in business and manufacturing. The following list looks at some of the best options available.

Career Profiles

Postsecondary teacher.

These teachers instruct and train the students in colleges and universities, conduct research, and publish scholarly work. Postsecondary teachers typically instruct in their fields of expertise. Most teaching positions at the postsecondary level require candidates with doctorates, and some may need additional licensure or certifications.

Medical Manager

Medical managers  oversee clinics, departments, and facilities in the healthcare field. They do administrative work and ensure everyone follows relevant laws, policies, and procedures. While this career features varying requirements, many upper-level positions, like  medical directors in large institutions , need a doctorate for consideration.

Medical Scientist

Medical scientists research, test, and run clinical trials to help improve care delivery, health outcomes, medicine, and medical care devices. While most professionals in this field have doctorates, many also have medical degrees. Health informatics doctorate holders, however, can work with medical devices, do public health research, or explore quantitative and analytical models of data collection.

Management Analyst

Management analysts  assess organizational processes and advise on ways of improving. This may include evaluating day-to-day functions, finances, logistics, or the marketplace. While many employers prefer candidates with master’s degrees as a minimum, doctoral degree holders may gain access to management, senior-level, or partner positions in the organization.

Health Informatics Specialist

Health informatics specialists  manage the information systems in their organizations. They may design and implement improved systems or evaluate current systems for inefficiencies. While many professionals in this field begin with a bachelor’s degree, those with doctorates often enjoy substantial salary increases  and management positions.

Health Informatics Ph.D. Program Overview

Every online Ph.D. program in health informatics features its own unique curriculum, and students benefit from flexibility and freedom in how they complete the degree. Yet, many of the programs share elements, and students should know what to expect from a doctorate in health informatics online program. The following information identifies some of the typical application requirements, offered courses, and outcomes available to graduates.

Application Requirements and Admission Criteria

Admission requirements for doctoral programs vary considerably, but students can expect to see some of the following criteria. Nearly all applicants need a master’s degree with a minimum 3.0 GPA, and some programs have prerequisites, like computer programming, statistics, and health sciences. Many doctoral programs also require GRE scores, especially for the quantitative score.

Applicants also need strong letters of recommendation and a personal statement that addresses the candidate’s connection to or interest in the field or highlights intended research. While program advisors may not expect a full research plan, they often want to see what students are interested in and how that aligns with the department’s goals.

Every program features a unique curriculum, but there are some common elements. Curricula often divide into sections, including core, research, clinical, and elective courses. Some programs also offer general education courses. While the following information covers a health informatics doctorate generally, students should note that some programs emphasize independent research while others feature more coursework or clinical practice.

Core courses cover topics related to the major. This includes healthcare courses, technology courses, and advanced mathematics. Depending on the program, the core section typically makes up about 35% of credit requirements. Electives also make up about 35%, but electives at the doctorate level include specialization, interdisciplinary, and complementary courses. Students use these credits to do research or branch out professionally after graduation.

The clinical and research sections make up the remaining 30% of the program, though that can vary depending on the degree. Students pursuing academia often perform more research while writing a dissertation or completing a research project whereas those pursuing a career outside academia may dedicate more time to gaining clinical experience. Below are some of the standard courses students in these programs might encounter.

• Translational Bioinformatics In this course, students analyze biological data with the goal of improving human health, care delivery, prognostics, and diagnostics. The course trains learners to use this information to create clinical strategies that other medical professionals can apply.
• Healthcare Databases Students learn how to operate health information systems and design databases to record information and solve healthcare problems.
• Healthcare Analytics This course offers training in the use of healthcare information to provide improved healthcare processes. Students learn to design analytical models that generate informative insights from data.
• Clinical Software Engineering In this course, students learn what successful clinical software needs and what the field lacks or requires. They also learn how to design and create this software.
• Advanced Research Methodology At the doctorate level, learners must conduct intensive research, and many students continue that during their careers. This course teaches students a variety of research methods, including the ethics and challenges that go along with it.
• Project Management This course covers the management of complex projects, including employee and volunteer training, resource allocation, and performance evaluation. Students may also learn motivation and leadership techniques.

Program Outcomes

While completing a Ph.D. in health informatics online, students gain a set of skills and competencies that set them in good stead moving forward. The advanced medical and healthcare foundation gives graduates a solid footing to manoeuvre through the healthcare system. They also gain the management skills and qualifications to pursue executive positions.

As the industry becomes more reliant on technology, finding professionals and managers with the ability to operate and oversee these advanced systems and devices is paramount. Healthcare informatics graduates gain these skills, which also translate into a variety of other industries, affording graduates more choice and flexibility in their career paths.

Finally, doctorate students generally gain excellent research, problem-solving, and analytical skills. While these abilities apply to a variety of career paths, they particularly stand out in health informatics, where much of the day-to-day work relies heavily on analysis. With an informatics Ph.D., graduates set themselves up for success.

Accreditation for Online Health Informatics Ph.D. Programs

Accreditation is one of the most important considerations when reviewing online Ph.D. programs in health informatics. Not only does accreditation verify that the school meets industry standards, but it also tells employers, funding agencies, and other schools that the applicant has the knowledge and skills that come with the degree.

At the institutional level, schools need regional accreditation from an approved accrediting agency . When it comes to programs, a variety of national accrediting agencies overlook the healthcare industry. This type of accreditation is beneficial but not always necessary. To ensure their programs received proper accreditation, students can search for schools in the  Database of Accredited Postsecondary Institutions and Programs .

Ph.D. in Health Informatics Online

The university of minnesota twin cities.

• Campus + Online
• In-State $13,318
• Out-of-state $31,616
• Retention Rate 93%
• Acceptance Rate 57%
• Students Enrolled 51,327
• Institution Type Public
• Percent Online Enrollment 30%
• Accreditation Yes

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Looking at health data from all the angles

At a glance.

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Identifying problems and crafting solutions using biomedical data—while never forgetting patients’ needs—is what we’re all about. The Master of Science in Health Informatics degree integrates health care, health information technology, informatics, and many other fields. Our students learn to analyze and protect patient data, and to improve the quality of medical care and make it more efficient.

About the Health Informatics master's degree

Learning outcomes.

Upon completion of the Master of Health Informatics, students attain the following competencies expected of practitioners in the discipline:

Fundamental professional and interdisciplinary skills:

• Analyze problems: Analyze, understand, abstract, and model a specific biomedical problem in terms of their data, information, and knowledge components.
• Produce solutions: Use the analysis to identify and understand the space of possible solutions and generate designs that capture essential aspects of solutions and their components.
• Implement, evaluate, and refine: Carry out the solution (including obtaining necessary resources and managing projects), evaluate it, and iteratively improve it.
• Innovate: Create new theories, typologies, frameworks, representations, methods, and processes to address biomedical informatics problems.
• Work collaboratively: Team effectively with partners within and across disciplines.

Health and health care systems skills:

• Understand the fundamentals of the field in the context of the effective use of biomedical data, information, and knowledge.
• For substantive problems related to scientific inquiry, problem solving, and decision making, apply, analyze, evaluate, and create solutions based on biomedical informatics approaches.
• Apply, analyze, evaluate, and relate biomedical information, concepts, and models spanning molecules to individuals to populations.
• Analyze and evaluate complex biomedical informatics problems in terms of data, information, and knowledge.

Technological skills:

• Apply, analyze, and create data structures, algorithms, programming, mathematics, statistics.
• Apply, analyze, and create technological approaches in the context of biomedical problems.
• Apply and evaluate methods of inquiry and criteria for selecting and using algorithms, techniques, and methods to solve substantive health informatics problems.

Human and social context:

Health Informatics recognizes that people are the end users of biomedical information, draws on the social and behavioral sciences to inform the design, development, and evaluation of technical solutions, policies, and economic, ethical, social, educational, and organizational systems.

The above learning outcomes are guided by this article:

Kulikowski, C. A., Shortliffe, E. H., Currie, L. M., Elkin, P. L., Hunter, L. E., Johnson, T. R., … & Smith, J. W. (2012). AMIA Board white paper: definition of biomedical informatics and specification of core competencies for graduate education in the discipline.  Journal of the American Medical Informatics Association ,  19 (6), 931-938.

CAHIIM-accredited and AMIA-approved

Our Master of Science in Health Informatics is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) and approved by the American Medical Informatics Association (AMIA)

The Health Informatics accreditor of Indiana University is the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). The College’s accreditation for Master’s degree in Health Informatics has been reaffirmed through 2030. 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 [email protected] .

Degree requirements

Our 36-credit-hour program equips students to examine how patients use their health care information, and to the build the tools that make it easier to manage unstructured data and extract useful information. By learning how to appropriately utilize natural language processing and other tools, our graduates can improve clinical decision support, electronic health records management, and patient privacy.

You’ll complete your health informatics master’s degree with either a thesis or a project, which provides a practical solution to a health information problem.

View the degree requirements

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Far-reaching health informatics careers

You’ll find our graduates creating technologies used on the front lines of medicine, shaping electronic health record and clinical information systems, ensuring privacy and the security of health information, and helping clinical teams use digital devices and new technologies to serve more patients.

Our graduates are employed as:

• Access program manager
• Clinical informatics associate
• Clinical quality analyst
• Clinical research
• Data engineer
• Health data analyst
• Medical informaticist
• Public health informatics analyst
• Quality management

Our graduates work in:

• Insurance companies
• Government agencies
• Health IT software companies

$72,000 Median starting salary

98% Employed / Continuing Education

86.8% Retention rate

73.7% Graduation rate

Related degrees

Clinical informatics certificate.

Designed for physicians, nurses, and other clinical health care professionals seeking leadership roles in health information systems.

Dental Informatics Certificate

Dental Informatics professionals oversee information systems utilized in dental practices and develop technology to improve dental care.

Health Information Security Certificate

Provides knowledge in policy, risk assessment, and business continuity for health care and public health organizations.

Public Health Professional Certificate

This program is designed to meet the core competencies for public health informaticians as described by the Centers for Disease Control and Prevention.

Health Information Management Post-Baccalaureate Certificate

This certificate prepares you to work as a health information management professional.

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Your questions answered: applied health informatics certificate.

The University of Providence’s undergraduate Applied Health Informatics Certificate program offers students the opportunity to understand the intersection between information technology and healthcare through informatics. Completed in eight months, students graduate with 12 total credits.

Explore questions about our Applied Health Informatics Certificate program today.

How long will it take to complete the health informatics program?

The health informatics program is designed for completion in eight months.

How long should I plan to work on coursework each week?

Students should plan to set aside between 15 – 20 hours per week for successful coursework completion. Time spent each week on course material may differ by class taken, assignment, and level of difficulty. Students struggling with coursework or who are interested in seeking out additional academic assistance for coursework can find academic resources on the student academic support resource page.

Are there any in-person classes or events required?

No – all coursework for the health informatics program can be completed 100% online in asynchronous format. No in-person lectures or travel is required to complete this certificate.

Does the program offer internships?

No – the health informatics certificate program does not offer internships at this time.

What is informatics?

The American Medical Informatics Association defines informatics as “the science of how to use data, information, and knowledge to improve human health and the delivery of healthcare services.”

Can this certificate alone help me find a career?

Clinicians and non-clinicians who graduate from the health informatics program may improve their employment eligibility for entry-level roles in informatics. (e.g., super-user, support desk, project lead)

What can students expect to learn from each course?

Students can expect to learn a variety of informatics topics, including an understanding of how to leverage the power of informatics to help transform care delivery and create healthier communities at every level. Students will also learn how to promote the use of health information tools to actively engage consumers, their families, and the inter-professional team in optimizing safe, timely, effective, efficient, care.

Does the University of Providence offer student support services?

Yes. Students can find up-to-date information, resources, and more on the Academics Homepage of our website. All enrolled students can take advantage of student support services such as academic support, tutoring, and more. Students can also take advantage of library resources as well.

Is financial aid available?

The health informatics program is currently NOT eligible for FAFSA at this time. However, currently employed healthcare professionals can receive the Healthcare Professional Tuition Incentive applied toward program tuition. Providence Caregivers and their dependents can access information on tuition discounts and other education benefits through the Human Resources Caregiver Service Portal.

Who is an ideal candidate for the health informatics program?

The health informatics program is an ideal program for current or aspiring healthcare professionals who are interested in expanding their knowledge, understanding, and application of healthcare informatics in their current or future positions. If you are interested in the intersection of healthcare information technology, data, and informatics role in healthcare, this is an ideal program for you.

When does enrollment take place?

Enrollment for the health informatics program takes place during the fall (August) and spring (January) semesters. Students progress through the course as a cohort, completing courses alongside fellow classmates in their enrollment cohort. Students who enroll in the fall (August) semester can expect to complete the program by May of the following year. Students who enroll in the spring (January) semester can expect to complete the program by October of that same year.

Is national certification required to practice in the field?

The health informatics program is not a substitute for national certification. The AHI certificate provides students with an undergraduate educational certificate. Professional certification, issued through professional certifying boards, require different competencies, skills, and standards. Specific requirements for practice in the field can differ by employer, state, or field.

Do I need an existing higher education degree to enroll?

No – students are only required to meet the undergraduate admission requirements to enroll. No higher education degree or pre-requisite courses are required for acceptance into the program.

Will I be able to complete this program as a full-time employee?

Students can expect to set aside between 15 – 20 hours per week to complete the required coursework. In addition, the health informatics program was designed to meet the needs of working professionals by offering online course material, weekly assignment deadlines, and asynchronous course materials. Each student should evaluate the demands of their personal and professional lives against the demands of the course to determine if they can complete the course succesfully.

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UT Tyler Graduate Programs

Ut tyler school of nursing, graduate programs.

Welcome to the nationally recognized graduate nursing programs at The University of Texas at Tyler!

• Focusing on Health in Communities
• Preparing Nurse Leaders, Educators, Advanced Practitioners and Researchers of the Future
• Addressing the Challenges of a Changing Healthcare Environment

Program Objectives

Upon completion of the MSN degree or post-graduate certificate program, the student will be able to:

• Integrate scientific knowledge and theories from nursing and related disciplines into advanced nursing practice;
• Apply organizational and systems leadership principles and methods for the promotion and evaluation of quality, ethical, and safe patient care;
• Translate, integrate, and disseminate scientific evidence into practice;
• Utilize technologies to deliver, enhance, integrate, and coordinate communication, education, and patient care;
• Intervene at the systems level through the policy development process and employ advocacy strategies to influence health care;
• Manage care through collaboration with other health care professional as a member and leader of health care teams; and
• Integrate organizational client centered concepts to provide preventive and population-based care.

Flexible and Student Focused

• Online and Hybrid Courses
• Built Upon a Model of Strengths
• Outstanding Faculty Dedicated to Student Success
• Sensitive to Diverse Populations
• Encouraging Students to Study and Solve Problems in the Communities in Which They Reside
• Highly competitive, affordable tuition with scholarships/financial aid available.

Numerous Study and Career Options

• Administration
• Coordinated MSN Administration/MBA
• Family Nurse Practitioner (FNP)
• Informatics, Quality & Safety
• Psychiatric Mental Health Nurse Practitioner (PMHNP)
• Post Baccalaureate Nursing Informatics, Quality & Safety
• Post Master's Administration
• Post Master's Education
• Post Master's Family Nurse Practitioner
• Post Master's Psychiatric Mental Health Nurse Practitioner
• Doctor of Nursing Practice

Opportunities

• Nursing Faculty Loan Program (NFLP)
• Free 1.5 Hour CE Learning Experience

Out of State Student Clinical Requirements

The University of Texas at Tyler is approved by the Washington State Nursing Care Quality Assurance Commission to conduct practice experiences in the state of Washington for the MSN Administration, Post-Master’s Administration Certificate and MSN/MBA coordinated degree programs.

PhD in Health Sciences – Trauma Informed Care Heal Hearts, Change Lives

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Prepare to Help People Overcome Trauma with Liberty’s PhD in Health Sciences – Trauma Informed Care

Trauma is more than a condition – it is a crippling, life-altering state of mind that can make the most common tasks impossible, damage relationships, and destroy one’s sense of self. Victims of trauma often find themselves in a pit of indescribable despair that seems impossible to climb out of. Fortunately, help and hope are available – and if you want to join the fight against trauma, Liberty University’s 100% online Doctor of Philosophy (PhD) in Health Sciences – Trauma Informed Care can equip you with the skills you need.

This degree program has been designed with the success of both you and your clients in mind. In this trauma psychology program, you will dive into curricula that cover a wide variety of topics – including ethical issues in the health sciences, crisis and first responder training, post-traumatic stress disorder (PTSD) and combat trauma, and much more. Our professors are experts with years of experience in education and trauma treatment – so you can feel confident in the quality of instruction you will receive.

The time has never been better to pursue an online trauma PhD program, and at Liberty University, it has never been simpler. Don’t put your career on hold any longer – partner with us, gain valuable skills, and take your career in the helping professions to new heights.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Doctorate in Health Sciences – Trauma Informed Care Degree?

Liberty University has extensive experience developing distance degree programs – we’ve been pioneering nontraditional education since 1985. We don’t shortchange you when you pursue an online degree program – we empower you by harnessing the power of a world-class curriculum into a convenient format that you can access from anywhere in the world. This degree program is offered 100% online in mostly 8-week courses, so you can earn your PhD while remaining committed to your job, family, and community.

According to the U.S. Department of Veterans Affairs, about 60% of men and 50% of women experience at least 1 trauma in their lifetime.* In addition, 6 out of 100 Americans will have PTSD at some point in their life, and roughly 12 million American adults struggle with PTSD during a given year.* These troubling statistics demand action. By partnering with us for your trauma-informed care degree, you can help reverse the growing trend of trauma in the United States and abroad.

While some doctoral programs can take up to 5 years to complete, our doctorate in health sciences can be completed in as little as 3 years – so you won’t have to spend an extended amount of time earning your degree. While our health sciences and trauma PhD allows you to finish your studies in a reasonable amount of time, we do not sacrifice academic rigor for expediency. Liberty University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ) – so you can pursue your degree with confidence.

*PTSD: National Center for PTSD, U.S. Department of Veterans Affairs, at How Common Is PTSD in Adults? (viewed online Aug. 12, 2022).

What Will You Study in Our Trauma-Informed Care PhD Degree?

This degree program consists of 4 sections: core courses, research and statistics classes, the trauma-informed care specialization, and a dissertation sequence.

In the core courses, you will study ethical issues in health sciences, healthcare delivery systems, and cultural competency in health sciences. You will also study principles and theories of teaching in health professions, leadership in professional practices, risk management, and evidence-based practices in health sciences.

From there, this degree covers a review of health literature, qualitative research, and quantitative research. The trauma-informed care specialization teaches crisis and first responder training, the intricacies of PTSD and combat-related trauma, and effective community responses to mental health issues. Furthermore, you will explore assessment and testing in the treatment of trauma as well as empirically supported trauma treatments.

To round out your studies, you will complete a 4-step dissertation on a topic you’re passionate about. Each step of the dissertation is 1 semester long – giving you ample opportunity to think, research, write, and edit.

Potential Career Opportunities

Depending on your previously obtained certifications and licenses, some of the roles you could pursue with this degree include:

• Healthcare administrator
• Healthcare communications specialist
• Medical assistant
• Public health worker

Featured Courses

• CRIS 605 – Crisis and First Responder Training: Skills and Techniques
• CRIS 607 – PTSD and Combat-Related Trauma
• TRMA 820 – Disaster Mental Health and Community Response
• TRMA 840 – Empirically Supported Treatments for Trauma

Degree Information

• This program falls under the School of Health Sciences .
• View the Graduate Health Sciences Course Guides (login required) .

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

• Admission Information

Admission Requirements

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Is liberty university accredited.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ).

What resources will be available to me in this program?

You can access a wealth of resources through our top-notch library portal while pursuing your doctoral degree in health sciences.

Are there any networking opportunities in this degree?

As an online student, you’ll have the opportunity to network with leaders in health sciences from across the country.

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Psychology Licensure

Related topics:, on this page..., conditional prescribing certificate, laws & rules, apply online.

Create an account, apply, renew, and pay for your license online using our self-service portal.

How to apply for a psychology license, HSP certification, or provisional psychology license.

Psychologist, Permanent License

For new applicants never licensed in another state and those previously licensed in another state, not foreign-trained.

Psychologist, Health Service Provider

Provisional psychology license.

You can renew your license up to 60 days before your current license expires.

Renewal notifications will be emailed to your email address on file with the board at 60, 50, 40 and 30 days prior to the license expiration date. Renew your license early to avoid a late fee or lapse in licensure. All continuing education requirements must be completed pior to license renewal. 

Continuing Education

Licensees are responsible for meeting all continuing education requirements and should review the rules carefully and frequently. Review the rules for detailed information about continuing education definitions, requirements, standards, criteria and other important specific to this profession.

How to Select and Document Continuing Education

The licensing board does not pre-approve continuing education providers, sponsors or individual programs. It is the licensees’ responsibility to determine if the continuing education programs they attend meet the requirements of their professional licensing board.

A percentage of licensees are randomly audited following each license renewal cycle. If selected, the licensee must submit to the board office an individual certificate of completion issued to the licensee or evidence of successful completion of the course from the course sponsor. These documents must contain the course title, date(s), contact hours, sponsor and licensee's name. In some instances, licensees will be requested to provide to the board additional information, including program content, objectives, presenters, location and schedule. Many times an inclusive brochure meets this requirement.

When selecting continuing education programs, licensees need to make sure they are compliant with administrative rule requirements. Some professions require licensees to meet specific requirements as a condition of renewal.  These may include limits on presentation method (e.g. self-study, ICN, etc.), specific hours on ethics and Iowa law and rules, clinical content, or hours required in a specific practice discipline.

To ensure compliance, each licensee must understand the continuing education administrative rules for their profession prior to choosing and attending a particular program. No matter what a program brochure indicates, it is the responsibility of the licensee to ensure compliance with licensing requirements.

In summary all licensees should:

• Be familiar with the continuing education requirements of their professional boards.
• Obtain inclusive written materials about continuing education programs from program sponsors for post-renewal auditing purposes.
• Maintain certificates of completion that includes the program or course title, date(s), contact hours, sponsor and licensee's name for four years.

Extension or Exemption for Disability or Illness

A licensee who had a physical or mental disability or illness during the license period may apply for an extension or exemption. An exemption provides for an extension of time or exemption from some or all of the continuing education requirements. An applicant shall submit a completed application form approved by the board for an exemption.

• Application for Continuing Education Extension/Exemption for Disability or Illness

The application requires the signature of a licensed health care professional who can attest to the existence of a disability or illness during the license period.

If the application is from a license who is the primary caregiver for a relative who is ill or disabled and needs care from that primary caregiver, the physician shall verify the licensee's status as the primary caregiver.

A licensee who applies for an exemption shall be notified of the decision regarding the application. A licensee who obtains approval shall retain a copy of the exemption to be presented to the board upon request.

Guidelines for Continuing Education Sponsors

The licensing board does not pre-approve continuing education providers, sponsors or individual programs. It is the licensees’ responsibility to determine if the continuing education programs they attend meet the requirements of their professional licensure board.

Potential sponsors are responsible for independently determining if the programs they provide conform to the continuing education requirements set forth in the rules regulations of the professional boards.

To make this determination, thoroughly review the rules for the board(s) in which you are interested prior to offering continuing education to Iowa licensees. By providing inclusive information about the content, objectives and applicability of your program to professional practice, you will assist licensees to make informed decisions when selecting continuing education.

A percentage of licensees in every profession regulated by a licensing board are randomly selected following each license renewal cycle. For auditing purposes the licensee must submit to the board office an individual certificate of completion issued to the licensee or evidence of successful completion of the course from the course sponsor. These documents must contain the course title, date(s), contact hours, sponsor and licensee's name. In some instances, licensees will be requested to provide to the board additional information to assure compliance with continuing education requirements, including program content, objectives, presenters, location and schedule. For this reason, sponsors should provide these items to licensees in writing. An inclusive brochure may meet this requirement.

Additionally, sponsors should consider profession-specific requirements that licensees must address to assure compliance with continuing education rules when preparing written materials such as method of presentation (home study, ICN, etc.), inclusion of specific hours on ethics and Iowa law and rules, certification status by national associations or boards, clinical content, and hours required in a specific practice discipline.

In summary sponsors should:

• Be familiar with the continuing education requirements of their professional audiences.
• Provide inclusive written materials to all program participants.
• Notify licensees that materials should be retained for four years for auditing purposes.
• Provide a certificate of completion that includes the program or course title, date(s), contact hours, sponsor and licensee's name.
• Application for Conditional Prescribing Psychologist Certificate
• Training Director Instructions for Certification of Clinical and Practicum
• Training Director Certification for the Conditional Prescription Certificate
• Training Physician Certification Form for the Conditional Prescription Certificate

Laws.  Laws are contained in the Iowa Code. They are enacted by the Iowa Legislature and provide statutory authority to the professional licensure boards.

• Chapter 154B -- Psychology Board Law

Administrative rules. The professional licensure boards adopt rules to interpret and implement the Iowa Code. Administrative rules have the force and effect of law.

• Chapter 240 -- Licensure of Psychologists
• Chapter 241 -- Continuing Education for Psychologists
• Chapter 242 -- Discipline for Psychologists
• Chapter 243 -- Practice of Psychology
• Chapter 244 -- Prescribing Psychologists

Iowa Code & Administrative Rules for Licensing Boards

Laws common to licensing boards.

The following laws apply to professional licensure boards.

• Chapter 17A - Iowa Administrative Procedure Act
• Chapter 147 - General Provisions, Health-Related Professions
• Chapter 272C - Continuing Education and Regulation - Professional and Occupational

Iowa Administrative Codes Common to Licensing Boards

The following codes apply to professional licensing boards.

• Chapter 4 - Board Administrative Processes
• Chapter 6 - Petitions for Rule Making
• Chapter 7 - Agency Procedure for Rule Making
• Chapter 8 - Declaratory Orders
• Chapter 9 - Complaints and Investigations
• Chapter 10 - Public records and Fair Information Practices
• Chapter 11 - Contested Cases
• Chapter 12 - Informal Settlement
• Chapter 13 - Discipline
• Chapter 14 - Use of Criminal Convictions in Eligibility Determinations and Initial Licensing Decisions
• Chapter 16 - Impaired Practitioner Review Committee
• Chapter 17 - Materials for Board Review
• Chapter 18 - Waivers of Variances from Administrative Rules
• Chapter 19 - Licensure by Verification and of Applicants with Work Experience
• Chapter 20 - Military Service and Veteran Reciprocity

Rulemaking Notices

• Administrative Bulletin

Rulemaking notices, along with adopted rule changes, are published in the Iowa Administrative Bulletin. The preamble for each notice includes a summary of the proposed rule changes. The notice includes information about how to submit public comment when applicable. All comments are forwarded to the board for review prior to making a final decision on the outcome of rule change proposals.

Petition for Waiver

The process for seeking a waiver from an administrative rule and the standards under which the petition will be evaluated are described in Chapter 18.

• Petition for Waiver Form 
• Petition for Waiver Form PDF

This document is a list of some important practice references . This list includes sections of the Iowa Code, the APA Ethics Code, and regulations of the U.S. Department of Health and Human Services. 

• Organized Health Service Training Program Confirmation Form
• Supervision Report
• Supervisor Registration
• Supervisor Confirmation Form for HS

Iowa Practitioner Program

The Iowa Practitioner Program (IPP) is available to licensees across multiple licensing boards in Iowa. The Iowa Practitioner Review Committee (IPRC) reviews self-reports made by licensees to determine eligibility for participation. 

IPP was established in 1996 to support licensees who struggle with impairments due to alcohol or drug abuse, mental health conditions, and/or physical disorders. 

The IPRC designs an individualized health contract to meet the needs of the licensee. State law mandates that information in the possession of the IPRC remain confidential. Participation in the program is not a matter of public record.

" Impairment " means an inability to practice with reasonable safety and skill as a result of alcohol or drug abuse, dependency, or addiction, or any mental or physical disorder or disability.

" Self-report " means the licensee providing written or oral notifications to the board that the licensee has received or may receive a diagnosis as having an impairment before the board's receiving a complaint or report alleging an impairment before the date of self-report.

Criteria for Participation in IPP

The IPRC determines whether practitioners are eligible to participate in the program monitored by the committee. A person is ineligible to take part in the program for any of the following reasons:

• The practitioner engaged in the unlawful diversion or distribution of controlled illegal substances to a third party, or for personal gain or profit;
• The practitioner is already under a board order;
• The practitioner has caused harm or injury to a patient;
• The board is investigating the practitioner that concerns serious matters related to the practitioner's competence;
• The practitioner failed to provide truthful information or refused to cooperate with the board or the IPRC; or
• The practitioner has been subject to a civil administrative or criminal sanction for serious infractions of law, professional ethics, or administrative rules related to the practice.

The Health Contract

Based upon the recommendation of an approved evaluator, the IPRC creates an individualized health contract, which provides a detailed description of the goals of the program, requirements for successful completion, and the practitioner's obligations.

Note: The IPRC may refer to the board participants who are not compliant with the terms of their contract for consideration of disciplinary action.

IPRC Composition

The chairperson of the board appoints the members of the IPRC. The IPRC includes, but is not limited to, the following:

• Executive Director of the board or the director's designee from the board's staff;
• A practitioner who has remained free of addiction for two or more years after completing a recovery program for drug or alcohol dependency, addiction, or abuse;
• A physician/counselor with expertise in substance abuse/addiction treatment programs;
• A psychiatrist or psychologist; and
• A public member.

Why Use IPP?

The program encourages practitioners who have impairments to get the help they need. All information received by IPP and IPRC remains confidential as long as the practitioner complies with the terms of their agreement or health contract.

By self-reporting to IPP, the practitioner may avoid formal disciplinary action by the licensing Board. Formal disciplinary action taken against a practitioner is a matter of public record. The board reports the action to the press, the National Practitioners Data Bank (NPDB), insurance companies, and to other state and federal authorities. Participation in the program is confidential.

Health care practitioners must report knowledge of another practitioner's possible impairment to the board. Health care practitioners who fail to report colleagues with a possible impairment may be subject to disciplinary action by the board. It is in the practitioner's best interest to self-report an impairment before someone else files complaint or report.

When Should Someone Self-Report to IPP?

If any of the following apply to a practitioner, it is in that person's best interest to self-report to IPP as soon as possible:

• Charged with, and/or arrested for OWI, or for another alcohol or drug related offense;
• Disciplined by another federal or state agency for alcohol or drug abuse;
• Evaluated or treated for a substance use disorder, or is currently enrolled in a recovery program;
• Diagnosed with a mental health condition and/or a physical health condition;
• Practiced after drinking alcohol or taking an illegal or mind/mood altering substance;
• Addiction/dependence on drugs, alcohol or prescription medication; and/or
• Urged by friend(s), family or colleagues to get help for alcohol or drug abuse, or a mental or physical condtion.

How to Submit a Self-Report to IPP

To self-report, a licensee may:

• Complete and submit a self-report form online ;
• Dental Board Licensees/Registrants :  [email protected] ; or
• Licensees of other Boards : [email protected]
• Dental Board Licensees/Registrants:   515.725.3491  or 
• Licensees of other Boards : 515.725.1221 .

IPP Online Forms

IPP Self-Report

Quarterly Report: IPP Participant

About the Board of Psychology

We evaluate the qualifications of applicants for licensure and grants licenses to those who qualify.

6200 Park Avenue Suite 100 Des Moines , IA 50321

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Minor in health information management begins fall 2024

Emily Parenti-Lopez

Thursday, May 9, 2024

A new minor in health information management will be offered starting in fall 2024. Open to students majoring in any discipline, the online program will teach the fundamentals of acquiring, analyzing and protecting medical information.

The minor will broaden career options for students in computer science and business. For those already in health care fields, the program will encourage leadership and teach proficiency in health care information technology, systems, data analysis and medical records.

“The health information management minor allows students to explore health care without full commitment to the major,” said Felecia Williams ’99 BS HIM , program director and HIM clinical assistant professor.

Students will complete the minor entirely online. After seven required credit hours, students will take nine hours in courses specific to their areas of interest.

“Students may pursue employment with hospitals, insurance companies or health care technology companies,” said Williams. “These students may be passionate about their current discipline, but now they have a path to explore health information management.”