Live & Recorded Virtual Event
Overview
As the healthcare and higher education landscapes undergo unprecedented transformation, educators face a widening generational divide in both the classroom and the workforce pipeline. This session explores the shifting dynamics of student and faculty behaviors, technical competencies, and interpersonal skills across different generations. Drawing on national and global research, we will analyze the rapid adoption of technology, the critical need for AI literacy from both student and faculty perspectives, and the visible gaps in traditional soft skills like public speaking and face-to-face communication. Attendees will leave with practical insights to bridge generational gaps, manage evolving student expectations, and successfully prepare the next generation of Health Information (HI) professionals for a dynamic workforce.
Learning Objectives:
- Evaluate national and global research regarding generational trends in higher education to understand how evolving student behaviors impact classroom engagement and academic success.
- Synthesize student and faculty perspectives on the adoption of emerging technologies, specifically focusing on building foundational AI literacy within health information curricula.
- Devise strategies to address post-COVID challenges in student development, particularly regarding interpersonal skills, emotional intelligence, and public speaking confidence.
- Implement effective change management principles to navigate ongoing academic transformations to adapt teaching methodologies for a multigenerational student body.
David Marc, PhD, CHDA
Department Chair & Associate Professor
The College of St. Scholastica
1.0 – Organizational Management and Leadership
Every patient record travels a path from care to documentation to code to claim — and compliance risk lives in the gaps between those steps. This session offers a practitioner’s view from an academic health system on how documentation becomes liability when the clinical reality, the documented story, and the payment request don’t align. Attendees will examine three high-risk areas — detail without medical necessity, copy-forward documentation, and unclear authorship and supervision — and learn a defensible five-step audit pathway (define, compare, verify, classify, respond) for turning vague conclusions into actionable, fair findings. The session also addresses AI-assisted documentation and coding, emphasizing that technology changes the workflow, not the accountability, and closes with practical strategies educators can bring into the classroom to prepare the next generation of HIM professionals as essential compliance partners.
Learning Objectives:
- Recognize how documentation gaps create billing and compliance exposure
Distinguish coding accuracy from documentation sufficiency and medical necessity - Apply a practical framework to audit and escalation decisions
- Translate real-world compliance lessons into HIM education
Erika Perry, M.J., RHIA, CHC, CPC, CPB
Director, Billing and Coding Compliance
University of Texas at San Antonio
1.0 – Health Law and Compliance
Artificial intelligence (AI) tools are already in the workplaces our graduates enter, from clinical documentation integrity to coding audits to analytics. This session gives Health Information Management (HIM), medical coding, and health informatics faculty a practical playbook for using those tools in course design, assessment, and accreditation work without lowering rigor. Using Miller’s Pyramid, Bloom’s Taxonomy, and CAHIIM performance indicators, the presenters demonstrate prompts at every Miller’s level, a worked ICD-10-CM coding case with verified answer key, AI-generated rubrics and test banks imported directly into Canvas, and when to use AI Projects versus custom GPTs. Microsoft Copilot examples show quiz, exam review, image, and lecture outline generation inside Microsoft 365. Every workflow ends with the same step: the expert verifies. The session closes with guardrails for academic integrity, ADA compliance, PHI and FERPA protection, and documenting AI-assisted curriculum work as CAHIIM evidence.
Learning Objectives:
- Describe at least three current applications of artificial intelligence in HIM education.
- Evaluate the benefits and limitations of AI tools (e.g., ChatGPT, Claude, Napkin, and Microsoft Copilot) within HIM teaching and curriculum design.
- Design AI-assisted assignments, rubrics, and Canvas-ready assessments aligned to CAHIIM performance indicators and Miller’s Pyramid levels.
- Implement guardrails for responsible AI use in HIM courses, including academic integrity policy, ADA-compliant materials, PHI and FERPA protection, and documentation for CAHIIM accreditation.
Credentials have anchored the HIM profession since the first Registered Record Librarians were certified in 1933 — but the work they certify is changing fast. AI-assisted coding, expanding analytics and privacy roles, and the rise of skills-based hiring are forcing educators and leaders alike to ask what a credential actually signals, and whether today’s credentials align with tomorrow’s jobs. This facilitated roundtable puts those questions to the people best positioned to answer them. Through three structured discussion rounds — the value question, the alignment question, and the leadership question — participants will examine where credentials open doors and where they fall short, how emerging roles are outpacing existing certifications, and what educators and organizational leaders can do to keep credentials meaningful. This is a working conversation, not a lecture: participants’ experience is the content, and each round produces concrete takeaways to bring back to programs and organizations.
Learning Objectives:
- Evaluate the role credentials play in hiring, advancement, and professional credibility
- Compare credential expectations across traditional and emerging HIM roles
Discuss how organizations and educators can align credentials with workforce needs - Develop one action step to strengthen credential value in your own organization
1.0 – Organizational Management and Leadership
This presentation explores the transition from Health Information Management (HIM) industry practice to academia. Participants learn why educators with real-world HIM experience are increasingly needed, the various teaching and leadership opportunities available, and the qualifications commonly required to enter higher education. The session outlines a step-by-step pathway for moving into academic roles, discusses the challenges and rewards of teaching, and provides practical tips for success. Attendees leave with resources and actionable strategies to begin exploring adjunct, full-time, or leadership positions in HIM education.
Learning Objectives:
- Identify the benefits and opportunities available to Health Information Management (HIM) professionals who transition from industry roles into academic positions.Differentiate between academic career pathways, including adjunct faculty, full-time faculty, and academic leadership roles within HIM education.
- Describe the qualifications, skills, and steps necessary to successfully transition from professional practice to teaching in higher education.
Apply practical strategies for building a successful academic career, including networking, professional development, and maintaining industry engagement.
1.0 – Organizational Management and Leadership
- Educate audience on the hybrid competence-based education principles now required for CAHIIM Accredited programs.
- Review the three different Miller’s pyramid levels for application.
- Discuss various opportunities for Supervised Experiential Learning for CAHIIM Accredited programs.
- Provide guidance on implementation strategies for the CAHIIM Future Education Model.
Course Info
Published Date
September 2026
Total CEs
6.0
Domain(s)
Evolving Topics
Health Law and Compliance
Organizational Management and Leadership
Pricing
TxHIMA Member
$100
Non-Member
$150
Group Discounts
Groups of 5 or more registering together through Group Registration receive 10% off.
If your Group is more than 30, please contact us for assistance.
TxHIMA Member – an AHIMA dues-paying member who has selected Texas as their Component Association (CA)
Non-Member – includes AHIMA dues-paying members from other AHIMA Component Associations (CA) as well as AHIMA Credentialed Non-Members
Speakers
Additional Information
AHIMA
This educational offering has been approved for continuing education credit for use in fulfilling the continued education requirements of the American Health Information Management Association (AHIMA).
AAPC
CEUs are accepted from programs sponsored by AHIMA national offices and the state or regional AHIMA branches. One hour of instruction is worth one CEU. A certificate of attendance or completion is necessary to show participation.
ACDIS
AHIMA CEUs that are CDI-related are accepted.
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- You must click on the button labeled “Mark Complete” at the bottom of each course page before the CE will appear on the My Certificates page.
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Course Content
Course Includes
- 9 Lessons
- Course Certificate
