Benchmarking IMIA recommendations for the Health Informatics undergraduate program in Saudi Arabia: a mixed methodology

Benchmarking IMIA recommendations for the Health Informatics undergraduate program in Saudi Arabia: a mixed methodology | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Benchmarking IMIA recommendations for the Health Informatics undergraduate program in Saudi Arabia: a mixed methodology Haitham Alzghaibi, Qazi Mohammad Sajid Jamal, Sulaiman Almutairi, and 6 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5333890/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 26 May, 2025 Read the published version in BMC Medical Education → Version 1 posted 4 You are reading this latest preprint version Abstract The administration and use of health data to improve the quality of healthcare is the main goal of the multidisciplinary discipline of health informatics (HI). This study set out to assess graduates' opinions of the elements of the Biomedical and Health Informatics (BMHI) curriculum. A cross-sectional survey and document analysis were two of the mixed-methods techniques used. Six key curricular variables—core principles, health sciences, computer and data sciences, social and behavioural sciences, management science, and BMHI specialisation—were the subject of this survey focused on HI practitioners. Both quantitative and qualitative data were collected. Among the 280 experts who answered the survey, 127 expressed a strong preference (89.8%) to include internships in the bachelor's programs and the practitioners showed high support (82.7%) for the HI programs in Saudi Arabia. The comparative analysis on 5 universities in Saudi Arabia revealed noteworthy differences in how much focus different colleges placed on the BMHI knowledge domains. Particularly, Saudi Electronic University focused more in computer and data sciences areas than other universities, whereas Qassim University and Jazan University showed a higher concentration on health sciences and basic principles topics in their curicullum. These results demonstrate the various educational goals found in HI curricula and point to the necessity of standardised guidelines in order to improve program coherence between HI educational institutions. Bachelor in HI Medical Education Curriculum development Higher education Introduction Health informatics is a discipline that deals with the acquisition, storage, retrieval and use of health data, information and technologies for the purpose of improving healthcare quality [1, 2]. It involves the application of information science methods to analyse health information for improved problem solving and healthcare delivery [3, 4]. The use of information system applications in healthcare is increasingly popular and includes the use of applications like medical records, order entry, medical knowledge provision, imaging as well as guidelines and other types of decision support [5]. All aspects of HI cannot be achieved with highly skilled professionals, hence Health Informatics education need to be enhanced in order or prepared knowledgeable graduates and could open gate ways for better job opportunities [4, 6]. International Medical Informatics Association (IMIA) developed two recommendations in 2000 and 2010 on curricula and teaching content also it could be set as benchmarks for biomedical and health informatics (BMHI). The adoption of has been increased exponentially during COVID-19 pandemic situation. [7, 8] IMIA recommendations and BMHI establishment reflect in the changeover of the EHR system and digital transformation which effect the stakeholders and health workers to develop better skills for the management of decision making at the various levels [9]. But, it not easy to integrate HI education for the enhancement of biomedical sciences. Several barriers and challenges could be arising on a local and international level. The major challenges are unskilled staff, lack of academic leadership and intercultural communication. Better curricula are needed because of the huge and unrelated course content was shown to be the barrier in the designing HI modules [6, 9] (Hersh 2008; Robert 2006; Joyub 2004). Previous study looked at Health Information Management(HIM) programs from 81 Saudi universities offering bachelor and master program revealed that quality of HIM program could be only assessed when highly skilled alumni/professionals work in the suitable organizations [10]. Another study identified key stakeholder’s contribution in the development of HI curriculum. In this study, it is found high quality of HI curriculum can attract graduates and employers. The graduates believe that well designed program enrollment can facilitate them in the finding of better positions in the market. It could be achieved after performing adequate experential learning and benchmarking with the program available in other well established national and international academic organizations [11]. Recent study suggested that students faced major problems in the learning and implementation of HIM curriculum such as lecture overload, insufficient practical knowledge and practice also inadequate staff training is one of the major problems in the learning process of the students [12]. Bachelor degree programs, also referred to as first degree or undergraduate programs, usually require three to four years of full-time study. At the end of the program, participants are awarded Bachelor of Science or Bachelor of Health Informatics or Medical Informatics [9, 13]. The first two years of the bachelor program consist of introductory and advanced content in mathematics, physics, chemistry, computer science, information systems, anatomy, physiology and healthcare. In the final years, students are taught courses in health informatics, information science, decision support, imaging, healthcare systems and health information systems [9, 14]. The IMIA recommends that the curriculum of bachelor programs in health informatics should be application-based and offer a solid foundation for studying in a graduate program in Health Informatics or related fields [9]. The bachelor degree program should therefore provide specialized knowledge in the Health Informatics field as well as practice-oriented skills of the acquired knowledge [9, 14]. Health Informatics in Saudi Arabia Bachelor of Health Informatics in Saudi Arabia is a significant development, as it provides students with the opportunity to acquire important technological and medical skills required to become a valuable asset to healthcare professionals. The Bachelor of Health Informatics program serves to give students the essential technological and medical knowledge needed to improve the healthcare system in the region [15, 16]. Notable course topics taught in the Bachelor of Health Informatics program include: Healthcare administration and management, systems and network engineering, Physiology, Biomedical engineering, Data mining, Data Visualization, Software Development, Data Communication and Healthcare Software applications, Healthcare Management Systems, Public Health Informatics, and Healthcare Informatics Policy [13]. In addition to coursework, students also participate in internships, giving them the chance to gain valuable professional experience and make important connections in the field. In this way, students can better prepare themselves for the subsequent work they will be expected to perform upon completing the Bachelor of Health Informatics degree[14]. Medical and Health Informatics are both central to the development of the healthcare system in the region, and the Bachelor of Health Informatics degree serves to provide students with the important skills and knowledge required to be of value to healthcare professionals and patients alike. By equipping students with the relevant knowledge, this program provides an invaluable service in Saudi Arabia and throughout the Middle East [13, 14]. The Ministry of Education in Saudi Arabia is responsible for overseeing and regulating universities and higher education in the country. The Ministry closely evaluates the quality of education that is provided by the universities, and works to ensure that the education being provided is of the highest standard [17]. The Ministry takes steps to ensure that the universities are compliant with the regulations set by the Ministry and are held to the highest standards. The Ministry also works to ensure that the universities are open and accessible to all Saudis, regardless of their income or educational background. After-school activities and extracurricular activities are also monitored by the Ministry to ensure that the students have access to comprehensive learning experiences [18]. In addition, the Ministry is often involved in the process of ensuring that the universities have the best facilities and teachers. The Ministry works to make sure that the facilities are up to date and are suited to the needs of the students. The Ministry also monitors the quality of teachers in the universities, ensuring that they have the proper credentials and experience [17, 18]. Study Aim To assess the perception of HI graduates regarding BMI components in the curricula To compare across universities in Saudi Arabia in terms of BMHI knowledge domains that are embedded in their curriculum Methods Our study employed a mixed-methods approach, integrating both quantitative and qualitative data sources to comprehensively assess the field of Health Informatics. The first approach, is using cross-sectional survey. It is a structured questionnaire distributed to Health Informatics professionals. This encompassed both academic and non-academic sectors, allowing for a diverse perspective on the subject matter. The questionnaire was designed to gather detailed insights into current practices, challenges, and future directions in health informatics. Sampling Technique For the questionnaire component, a purposive sampling technique was utilized. This approach enabled us to target respondents who are directly involved in the field of Health Informatics, ensuring that the data collected were relevant and informed by professional experience. Questionnaire Design The questionnaire was intricately designed to gauge the perceptions of health informatics professionals regarding six main variables considered essential for a Bachelor's degree in Biomedical and Health Informatics (BMHI). These variables were: BMHI core principles; health sciences and services; computer, data, and information sciences; social and behavioural sciences; management science; and BMHI specialization. Each variable represented a fundamental aspect of Health Informatics education, collectively encompassing the broad spectrum of knowledge and skills required in this field. To ensure comprehensive coverage, the questionnaire was structured into six sections, each corresponding to one of the aforementioned variables. Within each section, a series of questions was crafted to assess the perceived importance, relevance, and application of the respective variable in the context of a BMHI Bachelor's degree. The questions were designed to be both quantitative and qualitative in nature, allowing participants to rate the importance on a Likert scale, as well as provide open-ended responses for more detailed insights. The BMHI core principles section focused on the foundational theories and concepts underlying the field. Questions in this section sought to understand how well these principles were integrated into the curriculum and their perceived importance in the professional practice of health informatics. The health sciences and services section delved into the integration of medical knowledge and healthcare practices in informatics education, probing for the depth and breadth required for effective interdisciplinary collaboration. In the computer, data, and information sciences section, the focus was on the technical and computational aspects of health informatics. This section aimed to capture opinions on the necessity of skills like data analysis, programming, and system design in the curriculum. Validity of questionnaire The initial instrument underwent a comprehensive evaluation process by expert panels, comprising external specialists such as the director of the academic department, heads of HI department at secondary care and faculty members. The primary objective of the expert panels was to analyze the content of the questionnaire, ascertain its relevance to the target demographic, and assess the clarity and comprehensibility of the questions. In response to the input received, the researchers incorporated demographic inquiries pertaining to participant gender and level of involvement. Additionally, modifications were made to the Likert scale response possibilities, resulting in a reduction from eight to seven. After receiving assessment and comments from expert panels, a pilot study was undertaken at Qassim University including a limited sample size of project team members (n = 9). The selection of participants was based on many factors, including diverse position levels, departments, and countries. The objective of the pilot study was to obtain feedback regarding the quality of the questionnaire, encompassing aspects such as readability, comprehensiveness, appropriateness, and clarity. The participants were requested to respond to targeted inquiries in order to evaluate their comprehension of the questionnaire and offer recommendations for enhancement. Every individual involved in the pilot project successfully accomplished the initial version of the questionnaire and offered their observations and input about the procedure, duration of questionnaire administration, and comprehensibility of the questions. The findings derived from the pilot study suggested that there was no requirement for the inclusion or exclusion of any additional questions. In general, the questionnaire was perceived as being relatively comprehensible and straightforward to fill out. The user's text has been revised to adhere to academic standards. Minor adjustments have been made to spelling, grammar, and numbering for the purpose of improving clarity and readability. The pilot study was carried out throughout a fortnight in September of the year 2022. The final version of the questionnaire was revised based on the comments provided by the volunteers, with only minor revisions being necessary. Document Analysis Procedure This study also used a documentation analysis methodology to collect and examine data from the official websites of five colleges that provide undergraduate degrees in health informatics. The qualitative research method known as documentation analysis entails the systematic examination and interpretation of documents in order to provide valuable insights into a certain topic. Specifically, the documents consisted of publicly accessible websites and downloadable materials supplied by the universities. The data gathering procedure entailed meticulously exploring the websites of each university to ascertain pertinent information, including course descriptions, program goals, learning outcomes, and necessary skills. Particular emphasis was given to program brochures, course catalogs, departmental histories, and downloadable materials such as syllabi and academic handbooks. Through this approach, it became possible to get current and precise information regarding the structure and content of each program. Conducting documentation analysis, especially when utilizing material from university websites, has numerous benefits. The platform enables researchers to directly access and examine official and publicly endorsed material, therefore assuring that the data accurately represents the current offerings and standards of the school. Moreover, this approach is economically efficient since it eliminates the need for explicit interaction with the institutions or the necessity of traveling. It also enables the examination of vast quantities of data from several institutions, therefore promoting thorough comparison research. The main objective of this documentation analysis was to conduct a comparative evaluation of the undergraduate health informatics programs at the chosen universities. The gathered statistics were further compared to the Competencies Framework of the IMIA, which delineates the fundamental competencies necessary for health informatics workers. The purpose of this comparison was to assess the degree of alignment between the curriculum of each university and recognized industry standards, therefore identifying any deficiencies and possibilities for educational improvement. Data Analysis The collected data underwent a two-pronged analysis approach: Quantitative Data Analysis: The responses from the questionnaires were analyzed using SPSS V.27 (Statistical Package for the Social Sciences). This involved both descriptive and inferential statistical techniques. Descriptive statistics provided a basic understanding of the data distribution and central tendencies, while inferential statistics were employed to draw conclusions about the larger population of health informatics professionals. Qualitative Data Analysis: The curriculum information gathered from university webpages was systematically reviewed. This involved identifying common themes, course structures, and educational objectives across the programs. The analysis aimed to understand the academic landscape of health informatics education and how it aligns with the needs and challenges identified through the questionnaire responses. Ethical Considerations All research methods were carried out in accordance with relevant guidelines and regulations. Informed consent was obtained from all participants, and confidentiality was maintained throughout the study. The research protocol was reviewed and approved by the Institutional Review Board (IRB) of Qassim University No. 23-32-10 Results Table 1 Demographic Data Occupation Academic 34 26.4 Healthcare professional 84 65.1 IT professional 5 3.9 Researcher 4 3.1 Total 127 100.0 Gender Female 43 33.3 Male 84 65.1 Total 127 100.0 Level of education Bachelor 74 57.4 Master 41 31.8 PhD 12 9.3 Total 127 100.0 Out of 280 experts in HI, 45% (n = 127) participated and fully filled the online questionnaire (see Table 1 ). The result starts with the analysis of demographic characteristics of the respondents. The Table 1 show the distribution for occupation, gender, and education of the respondents. As we can see from the table above, 66.14% of respondents were healthcare professionals, 26.77% of the respondents answered academic, 3.94% were IT professionals and 3.15% answered researchers. The majority of respondents were males (66.14%). 58.3% of respondents were bachelors, 32.3% had master’s degree and only 9.4% answered PhD (see Table 1 ). Table 2 Basic questions on HI bachelor’s degree Do you agree to establish bachelor’s degree in HI? Answer Frequency Percentage No 22 17.3 Yes 105 82.7 Total 127 100.0 Do you agree to restrict the study of HI to post graduate degree? Answer Frequency Percentage No 78 61.4 Yes 49 38.6 Total 127 100.0 Do you recommend internship for bachelor in HI? Answer Frequency Percentage Yes 114 89.8 No 13 10.2 Total 127 100.0 Length of internship Answer Frequency Percentage 3 months 9 7.1 6 months 98 77.2 9 months 10 7.9 12 months 10 7.9 Total 127 100.0 Table 2 show participants response to five questions about their opinion on the feasibility of establishing bachelor programs in HI. In addition, respondents were asked to indicate whether to integrate internship program with bachelor’s degree or not. The total number of responses for these questions were 127. As seen in Table 2 , 82.7% of the respondents endorse the establishment of bachelor’s degree in HI. 61.4% of the respondents did not agree to restrict the study of HI to post graduate degree. It is apparent from this table that very few respondents (n = 13), do not recommend integrating internship program with bachelor’s degree in HI. As Table 2 show that 114 of participants (89.8%) would recommend internship for bachelor in HI. When the participants were asked about the appropriate length of internship program, the majority 77.2% (n = 98) commented that six months would be sufficient (see Table 2 ). Table 3 All credit hours inclusive BMHI Knowledge Domains % Qassim University % Jazan University % Saudi Electronic University % Hail University % King Faisal University % BHMI core principles 15 23 16% 21 15% 15 10% 23 17% 18 12% Health sciences and services 30 30 21% 36 26% 24 17% 16 12% 27 18% Computer, data, and information science 30 40 28% 37 26% 45 31% 41 31% 51 34% Social and behavioural science 10 17 12% 10 7% 14 10% 8 6% 7 5% Management science 10 15 10% 13 9% 12 8% 16 12% 9 6% BHMI specializations 5 6 4% 3 2% 6 4% 3 2% 3 2% Not applicable 0 30 10% 20 14% 27 19% 26 20% 36 24% Total 100% 145 100% 140 100% 143 100% 133 100% 151 100% Table 3 show comparative analysis of the distribution of Biomedical Health Informatics (BMHI) knowledge domains among five universities reveals similarities and differences in their educational priorities. Qassim University, Jazan University, and King Faisal University demonstrate a similar emphasis on BMHI core principles, allocating around 15–16% to this domain. Saudi Electronic University and Hail University assign a slightly lower percentage, around 10–12%. In terms of health sciences and services, Qassim University and King Faisal University allocate 30%, while Jazan University allocates 36%. Saudi Electronic University and Hail University assign 24–27%. For computer, data, and information science, Saudi Electronic University stands out with the highest allocation of 45%, while Hail University and King Faisal University allocate 31–34%. Qassim University and Jazan University assign 28–37%. In terms of social and behavioral science, Qassim University and Jazan University allocate around 10–12%, while Saudi Electronic University, Hail University, and King Faisal University assign 6–10%. In management science, Qassim University and Jazan University allocate 10–13%, Saudi Electronic University and King Faisal University assign 8–12%, and Hail University allocates the lowest percentage at 6%. Finally, all universities allocate a comparable percentage (2–4%) to BMHI specializations. Table 4 University requirements excluded BMHI Knowledge Domains % Qassim University % Jazan University % Saudi Electronic University % Hail University King Faisal University % BHMI core principles 15 23 18% 21 18% 15 13% 23 21% 18 16% Health sciences and services 30 30 23% 36 30% 24 21% 16 15% 27 23% Computer, data, and information science 30 40 31% 37 31% 45 39% 41 38% 45 44% Social and behavioural science 10 17 13% 10 8% 14 12% 8 7% 6 6% Management science 10 15 11% 13 11% 12 10% 16 15% 9 8% BHMI specializations 5 6 5% 3 3% 6 5% 3 3% 3 3% Total 100% 131 100% 120 100% 116 100% 107 100% 115 100% Table 4 provides a comparative interpretation of the distribution of Biomedical Health Informatics (BMHI) knowledge domains among Qassim University, Jazan University, Saudi Electronic University, Hail University, and King Faisal University. The percentages indicate the allocation of emphasis each university places on different domains within their BMHI programs. Starting with BMHI core principles, Qassim University and Jazan University allocate 18–23%, indicating a relatively higher emphasis on this domain compared to the other universities. Saudi Electronic University, Hail University, and King Faisal University assign 13–16%, suggesting a slightly lower emphasis. In terms of health sciences and services, Qassim University and King Faisal University allocate 23–30%, while Jazan University has the highest percentage of 36% courses related to health sciences. Saudi Electronic University and Hail University assign 15–21%, suggesting a relatively lower emphasis compared to the other universities. When it comes to computer, data, and information science, Saudi Electronic University stands out with the highest allocation of 39–45%, indicating a stronger emphasis on this domain. Hail University and King Faisal University allocate 31–38%, while Qassim University and Jazan University assign 31–40%, suggesting a moderate emphasis. In terms of social and behavioral science, Qassim University and Jazan University allocate 10–17%, indicating a moderate emphasis on this domain. Saudi Electronic University, Hail University, and King Faisal University assign 6–14%, suggesting a relatively lower emphasis. Regarding management science, Qassim University and Jazan University allocate 11–15%, indicating a moderate focus on this domain. Saudi Electronic University and King Faisal University assign 8–12%, while Hail University allocates the lowest percentage at 6%. All universities allocate a comparable percentage (3–6%) to BHMI specializations, indicating a similar recognition of the importance of specialized knowledge within the field. Table 5 without foundation year and university requirements (college and program requirements) BMHI Knowledge Domains % Qassim University % Jazan University % Saudi Electronic University % Hail University % King Faisal University % BHMI core principles 15 23 20% 21 19% 15 14% 23 21% 18 17% Health sciences and services 30 26 22% 24 22% 24 22% 16 15% 27 25% Computer, data, and information science 30 34 29% 37 34% 39 35% 41 38% 44 41% Social and behavioural science 10 13 11% 10 9% 14 13% 8 7% 7 6% Management science 10 15 13% 13 12% 12 11% 16 15% 9 8% BHMI specializations 5 6 5% 3 3% 6 5% 3 3% 3 3% Total 100% 117 100% 108 100% 110 100% 107 100% 108 100% The comparative analysis of the distribution of BMHI knowledge domains among Qassim University, Jazan University, Saudi Electronic University, Hail University, and King Faisal University reveals several key findings. Firstly, there is a consistent emphasis on BHMI core principles across all universities, with allocations ranging from 14–21%. Health sciences and services receive significant attention, with allocations ranging from 15–27%. Computer, data, and information science demonstrate a strong emphasis across the board, with allocations ranging from 34–44%. Social and behavioural science receive a moderate emphasis, with allocations ranging from 6–13%. Management science shows a comparable emphasis, with allocations ranging from 8–15%. BHMI specializations are allocated a similar percentage across all universities, ranging from 3–5%. Table 6 Descriptive table of competences skills including internship program Competence skill 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percentage of core principles 0.8 3.9 11.0 17.3 15.7 14.2 19.7 4.7 2.4 8.7 Percentage of Health Sciences services 1.6 9.4 26.8 13.4 8.7 11.0 7.1 10.2 5.5 6.3 Percentage of Computer data and information science 14.2 18.1 16.5 8.7 12.6 7.9 5.5 3.9 6.3 6.3 Percentage of Management science 12.6 21.3 16.5 9.4 13.4 9.4 3.1 3.1 4.7 4.7 Percentage of Social and behavioral sciences 15.7 24.4 14.2 16.5 13.4 4.7 2.4 4.7 0.0 3.1 Percentage of Specialization 40.2 21.3 5.5 19.7 3.1 2.4 0.0 0.8 0.0 3.1 Percentage of core principles in internship 29.1 48.0 21.3 1.6 0.0 0.0 0.0 0.0 0.0 0.0 Percentage of Health Sciences services in internship 1.6 9.4 26.8 13.4 8.7 11.0 7.1 10.2 5.5 6.3 Percentage of Computer data and information science in internship 0.0 0.0 3.1 18.1 33.9 35.4 8.7 0.0 0.8 0.0 Percentage of Management science in internship 0.0 2.4 22.0 18.9 17.3 26.8 6.3 3.9 2.4 0.0 Percentage of Social and behavioral sciences in internship 0.0 0.0 17.3 47.2 25.2 7.1 2.4 0.8 0.0 0.0 Percentage of Specialization in internship 41.7 48.8 7.1 2.4 0.0 0.0 0.0 0.0 0.0 0.0 Table 6 presents the percentages of competence skills and the distribution of different knowledge domains among various competency levels. In regard to core principles, the percentages range from 0.8–19.7%. The highest percentages are observed at the competence skill levels of 70% and 80%, with 19.7% allocated to core principles. At lower competence levels, such as 10% and 20%, the percentages are relatively lower, ranging from 0.8–3.9%. Health sciences and services show varying percentages across different competence levels. At 30% competence, the percentage is highest at 26.8%, indicating a significant emphasis on health sciences and services. However, at lower competence levels, the percentages range from 1.6–13.4%, indicating a relatively lower focus. Computer data and information science also display diverse percentages across competence levels. At the highest competence level of 100%, the percentage is 6.3%, suggesting a moderate emphasis on this domain. At lower competence levels, such as 10% and 20%, the percentages range from 14.2–18.1%, indicating a stronger emphasis. Management science demonstrates varying percentages across different competence levels. At the highest competence level of 100%, the percentage is 4.7%, indicating a relatively lower emphasis on management science. However, at competence levels of 20% and 30%, the percentages range from 16.5–21.3%, reflecting a stronger focus. Social and behavioral sciences display different percentages across competence levels. At the highest competence level of 100%, the percentage is 3.1%, suggesting a relatively lower emphasis. However, at competence levels of 30% and 40%, the percentages range from 14.2–16.5%, indicating a stronger focus. Specialization shows varying percentages across competence levels. At the highest competence level of 100%, the percentage is 3.1%, suggesting a moderate emphasis on specialization. At lower competence levels, the percentages range from 2.4–40.2%, indicating a varying level of emphasis. When examining the internship year, the distribution of knowledge domains also varies across competence levels. Core principles and health sciences and services show higher percentages at lower competence levels, while computer data and information science, management science, social and behavioral sciences, and specialization exhibit varying percentages at different competence levels. Table 7 IMIA vs our study IMIA vs our study academic program IMIA vs our study internship program IMIA Our study IMIA Our study BMHI Knowledge Domains % Mean % BMHI Knowledge Domains % Mean % BHMI core principles 15 5.67 22% BHMI core principles 15 1.95 8% Health sciences and services 30 5.08 20% Health sciences and services 30 5.08 22% Computer, data, and information science 30 4.35 17% Computer, data, and information science 30 5.31 23% Social and behavioural science 10 4.10 16% Social and behavioural science 10 4.91 21% Management science 10 3.57 14% Management science 10 4.32 18% BHMI specializations 5 2.56 10% BHMI specializations 5 1.95 8% Total 100% 100% Total 100% 100% As seen in Table 7 the comparative interpretation of the distribution of BMHI knowledge domains between IMIA and our study academic program reveals several key findings. Firstly, our program places a higher emphasis on BHMI core principles compared to IMIA, as indicated by a mean rating of 5.67. Both IMIA and our program allocate 30% to health sciences and services, with our program exhibiting a mean rating of 5.08. In terms of computer, data, and information science, both IMIA and our program allocate 30%, but our program shows a higher mean rating of 4.35. Social and behavioural science receives attention in both IMIA and our program, with our program demonstrating a mean rating of 4.10. Both IMIA and our program assign 10% to management science, and our program has a mean rating of 3.57. Lastly, both IMIA and our program acknowledge BHMI specializations, with our program showing a mean rating of 2.56. Discussion In the current healthcare environment, health informatics education is crucial. The education can help to improve healthcare delivery where by health informatics professionals can develop and maintain the information systems to help healthcare organizations provide patient care. The HI education equip students how to use digital tools like telehealth, health information exchange (HIE), electronic health records (EHRs), and other tools to improve healthcare delivery by streamlining procedures and lowering medical errors. A strong foundation in data analysis, data management, and data visualization techniques can make it possible the HI graduates to obtain valuable insights from the complex datasets, which promotes more informed decision-making and better patient outcomes. The interoperability and standardization of health information systems are also covered in HI Education. It makes it possible for HI professionals to comprehend and put into practice industry standards such as Fast Healthcare Interoperability Resources (FHIR) and Health Level Seven International (HL7), which enable smooth data transfer between various healthcare systems. The benefits of interoperability and standardization include better care coordination, fewer test duplications, and patient continuity of treatment. Like many other nations, the Kingdom of Saudi Arabia has been actively promoting Health Informatics undergraduate programs at several top universities. As comparison, the United States offer undergraduate degrees in health informatics, as well as related subjects like health information technology (HIT) and health information management (HIM). Typically, these programs offer a thorough understanding of regulatory compliance, data management, healthcare analytics, and health information systems. Health informatics certificate programs and continuing education courses are widely available from various institutions. Professionals who already work in healthcare or related sectors who wish to improve their knowledge and abilities in health informatics can enroll in these programs. Specialized fields including clinical informatics, health data analytics, and healthcare information security are frequently the focus of certificate programs. In our study, we surveyed the HI professionals to understand how the existing curricula is aligned with IMIA recommendations. In general, we received a high agreement from the participants who agree that industrial internship should be part of the program. This is supported by a recent study by [14] that look into Ehealth professionals career pathway in the Gulf Cooperation Countries (GCC) which suggest to add industry-based curriculum to enhance the skills and experience for ehealth graduates. Different comparisons were made in regards to the content of Bachelor of Health Informatics program. Across Saudi Arabia, we compared across five Saudi Universities that offer Health Informatics programs (Jazan, SEU, Qassem, Hail and King Faisal) and it is found on average the emphasis was given on the Core principles of HI at a higher percentage compared to IMIA recommendations. The results from this study revealed harmonized with the IMIA recommendations to indicate the universities in Saudi Arabia have met the international standards when it comes to Health Informatics education. Our study academic program places a strong emphasis on BHMI core principles, health sciences and services, computer, data, and information science, and social and behavioural science. Management science and BHMI specializations receive relatively lower emphasis. These findings highlight the program's commitment to providing students with a comprehensive understanding of the foundational principles, healthcare practices and systems, technology and data management, and social and behavioural factors in the context of BMHI. While management science and specialized knowledge are still acknowledged, the program focuses more on the broader domains. Overall, our study program aims to equip students with a well-rounded education in BMHI, emphasizing the core principles and practical aspects of the field. Conclusion The HI professionals working in Saudi Arabia have high agreement on the establishment of HI degree programs in the country and they are satisfied with the content of the curricula. They also suggested an appropriate internship period so that future graduates will adapt with the industry demands. Our study academic program demonstrates a stronger emphasis on BHMI core principles, health sciences and services, computer, data, and information science, and social and behavioural science in accordance to IMIA standards. This indicates a comprehensive coverage and a focus on equipping students with a solid foundation in the field. While management science and BHMI specializations receive relatively lower emphasis, they are still recognized within the program's educational framework. These findings showcase the program's dedication to providing students with a well-rounded education that prepares them for the complexities of the BMHI field. Abbreviations HI : Health Informatics; IMIA : International Medical Informatics Association; MoE : Ministry of Education; SPSS : Statistical Package for the Social Sciences Declarations Ethical approval and consent to participate All methods in this study were performed in accordance with the declaration of Helsinki and was approved by the Institutional Review Board (IRB) of Qassim University No. 23-32-10. All the participants provided informed consent to participate. In the case of the questionnaire-based study, all participants were informed of the voluntary nature, confidentiality, and aim of the study and the nature of their participation before they participated in the study. Website analysis are all done on the public domain websites. Clinical trial number : not applicable Competing of interest The authors declare that they have no competing of interests. Funding This project fully funded by Qassim University Authors’ contributions Haitham A. Alzghaibi : Conceptualization, methodology, data collection, validation, analysis, and writing. Nasriah Zakaria : Literature review, validation and writing Syed Sabbir : Data analysis and discussion Shafiz Affendi : Methodology and Discussion Faisal AlGhayadh: Introduction and Discussion Sulaiman Almutairi : Validation, editing and reviewing. Reem M. Alotaibi : Data collection, editing and reviewing. Saleh Alzughaibi : Data collection, editing and reviewing. Acknowledgements The Researchers would like to thank the Deanship of Graduate Studies and Scientific Research at Qassim University for financial support (QU-APC-2024-9/1) Consent for publication Not applicable. Data availability The datasets used and analysed in the current study are available from the corresponding author upon reasonable request. References Cummings E, Whetton S, Mather C. Chapter 16 - Integrating Health Informatics Into Australian Higher Education Health Profession Curricula. In: Shachak A, Borycki EM, Reis SP, editors. Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks: Academic Press; 2017. p. 323 − 43. Honey M, Collins E, Britnell S. Education Into Policy: Embedding Health Informatics to Prepare Future Nurses-New Zealand Case Study. JMIR Nurs. 2020;3(1):e16186. Dalrymple PW. Data, information, knowledge: The emerging field of health informatics. Bulletin of the American Society for Information Science and Technology. 2011;37(5):41 − 4. Sheikh A, Anderson M, Albala S, Casadei B, Franklin BD, Richards M, et al. Health information technology and digital innovation for national learning health and care systems. Lancet Digit Health. 2021;3(6):e383-e96. Hasman A, Mantas J. IMIA Accreditation of Health Informatics Programs. Healthc Inform Res. 2013;19(3):154 − 61. Monkman H, Mir S, Borycki EM, Courtney KL, Bond J, Kushniruk AW. Updating professional competencies in health informatics: A scoping review and consultation with subject matter experts. International journal of medical informatics. 2023;170:104969. IMIA. Recommendations of the International Medical Informatics Association (IMIA) on education in health and medical informatics. Methods Inf Med. 2000;39(3):267 − 77. Mantas J, Ammenwerth E, Demiris G, Hasman A, Haux R, Hersh W, et al. Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics. First Revision. Methods Inf Med. 2010;49(2):105 − 20. Bichel-Findlay J, Koch S, Mantas J, Abdul SS, Al-Shorbaji N, Ammenwerth E, et al. Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics: Second Revision. International journal of medical informatics. 2023;170:104908. Al-dossary H, Alumran A, Al-rayes S, Althumairi A, Aljanoubai H, Alhuseini M, et al. An overview of health information management education in Saudi Arabia. Informatics in Medicine Unlocked. 2021;23:100530. Shaanika I, Iyamu T. Health informatics curriculum development for teaching and learning. Education and Information Technologies. 2019;24:1293 − 309. Popoola Y. Assessment of the Implementation of Health Information Management Curriculum in Nigerian Tertiatry Institutions. Available at SSRN 3943784. 2021. Almalki M, Jamal A, Househ M, Alhefzi M. A multi-perspective approach to developing the Saudi Health Informatics Competency Framework. International journal of medical informatics. 2021;146:104362. Zakaria N, Zakaria N, Alnobani O, AlMalki M, El-Hassan O, Alhefzi MI, et al. Unlocking the eHealth professionals’ career pathways: A case of Gulf Cooperation Council countries. International journal of medical informatics. 2023;170:104914. Bahkali S, Almaiman A, Almadani W, Househ MS, El Metwally A. The state public health informatics in saudi arabia. ICIMTH. 2014:257 − 60. Alsulame K, Khalifa M, Househ MS. eHealth in Saudi Arabia: Current Trends, Challenges and Recommendations. ICIMTH. 2015;213:233-6. Smith L, Abouammoh A. Higher education in Saudi Arabia: Reforms, challenges and priorities. Higher education in Saudi Arabia: Achievements, challenges and opportunities: Springer; 2013. p. 1–12. Alkhazim MA. Higher Education in Saudi Arabia: Challenges, Solutions, and Opportunities Missed. Higher Education Policy. 2003;16(4):479 − 86. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 26 May, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 30 Oct, 2024 Editor assigned by journal 29 Oct, 2024 Submission checks completed at journal 29 Oct, 2024 First submitted to journal 25 Oct, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5333890","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":372038249,"identity":"262bc326-6039-4694-aea7-9dc486cbb09b","order_by":0,"name":"Haitham Alzghaibi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA80lEQVRIiWNgGAWjYBACAwbmBgbGBgYeA2bmAyABIJugFkaYFrYE0rQAGTwGxGkxZz/Y/PHrDjsZc3aej7d5GGxkNxxgf/gBnxbLnsQGY9kzyTyWzbybrXkY0ow3HOAxlsDrsAOJDcmSbcw8Bod5t0nzMBxOBGphwK/l/MOGw5Jt9UAtPM+AWv4DtbA//oFXy43ExsaPbYdBWtiAWg4AtTCY4bflxsNmZsa240C/sBlbzjFINp55mMfMAr/Dkg9//NlWbW/Of/jhjTcVdrJ9x9sf38CnBQSYeaAMCQZQ1DATUg8EjDDf4vXCKBgFo2AUjFwAABFJSv9HAYtyAAAAAElFTkSuQmCC","orcid":"","institution":"Qassim University","correspondingAuthor":true,"prefix":"","firstName":"Haitham","middleName":"","lastName":"Alzghaibi","suffix":""},{"id":372038250,"identity":"bf745eaf-890b-4488-b3e0-70f80c5c4d51","order_by":1,"name":"Qazi Mohammad Sajid Jamal","email":"","orcid":"","institution":"Qassim University","correspondingAuthor":false,"prefix":"","firstName":"Qazi","middleName":"Mohammad Sajid","lastName":"Jamal","suffix":""},{"id":372038251,"identity":"4af07c8f-21f6-4cc7-b2aa-a1a92a813279","order_by":2,"name":"Sulaiman Almutairi","email":"","orcid":"","institution":"Qassim University","correspondingAuthor":false,"prefix":"","firstName":"Sulaiman","middleName":"","lastName":"Almutairi","suffix":""},{"id":372038252,"identity":"940730e6-54b3-476a-aa92-a9819e9159a5","order_by":3,"name":"Reem M. 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It involves the application of information science methods to analyse health information for improved problem solving and healthcare delivery [3, 4]. The use of information system applications in healthcare is increasingly popular and includes the use of applications like medical records, order entry, medical knowledge provision, imaging as well as guidelines and other types of decision support [5]. All aspects of HI cannot be achieved with highly skilled professionals, hence Health Informatics education need to be enhanced in order or prepared knowledgeable graduates and could open gate ways for better job opportunities [4, 6].\u003c/p\u003e \u003cp\u003eInternational Medical Informatics Association (IMIA) developed two recommendations in 2000 and 2010 on curricula and teaching content also it could be set as benchmarks for biomedical and health informatics (BMHI). The adoption of has been increased exponentially during COVID-19 pandemic situation. [7, 8]\u003c/p\u003e \u003cp\u003eIMIA recommendations and BMHI establishment reflect in the changeover of the EHR system and digital transformation which effect the stakeholders and health workers to develop better skills for the management of decision making at the various levels [9]. But, it not easy to integrate HI education for the enhancement of biomedical sciences. Several barriers and challenges could be arising on a local and international level. The major challenges are unskilled staff, lack of academic leadership and intercultural communication. Better curricula are needed because of the huge and unrelated course content was shown to be the barrier in the designing HI modules [6, 9] (Hersh 2008; Robert 2006; Joyub 2004).\u003c/p\u003e \u003cp\u003ePrevious study looked at Health Information Management(HIM) programs from 81 Saudi universities offering bachelor and master program revealed that quality of HIM program could be only assessed when highly skilled alumni/professionals work in the suitable organizations [10]. Another study identified key stakeholder\u0026rsquo;s contribution in the development of HI curriculum. In this study, it is found high quality of HI curriculum can attract graduates and employers. The graduates believe that well designed program enrollment can facilitate them in the finding of better positions in the market. It could be achieved after performing adequate experential learning and benchmarking with the program available in other well established national and international academic organizations [11]. Recent study suggested that students faced major problems in the learning and implementation of HIM curriculum such as lecture overload, insufficient practical knowledge and practice also inadequate staff training is one of the major problems in the learning process of the students [12].\u003c/p\u003e \u003cp\u003eBachelor degree programs, also referred to as first degree or undergraduate programs, usually require three to four years of full-time study. At the end of the program, participants are awarded Bachelor of Science or Bachelor of Health Informatics or Medical Informatics [9, 13]. The first two years of the bachelor program consist of introductory and advanced content in mathematics, physics, chemistry, computer science, information systems, anatomy, physiology and healthcare. In the final years, students are taught courses in health informatics, information science, decision support, imaging, healthcare systems and health information systems [9, 14]. The IMIA recommends that the curriculum of bachelor programs in health informatics should be application-based and offer a solid foundation for studying in a graduate program in Health Informatics or related fields [9]. The bachelor degree program should therefore provide specialized knowledge in the Health Informatics field as well as practice-oriented skills of the acquired knowledge [9, 14].\u003c/p\u003e \u003cp\u003eHealth Informatics in Saudi Arabia\u003c/p\u003e \u003cp\u003eBachelor of Health Informatics in Saudi Arabia is a significant development, as it provides students with the opportunity to acquire important technological and medical skills required to become a valuable asset to healthcare professionals. The Bachelor of Health Informatics program serves to give students the essential technological and medical knowledge needed to improve the healthcare system in the region [15, 16]. Notable course topics taught in the Bachelor of Health Informatics program include: Healthcare administration and management, systems and network engineering, Physiology, Biomedical engineering, Data mining, Data Visualization, Software Development, Data Communication and Healthcare Software applications, Healthcare Management Systems, Public Health Informatics, and Healthcare Informatics Policy [13].\u003c/p\u003e \u003cp\u003eIn addition to coursework, students also participate in internships, giving them the chance to gain valuable professional experience and make important connections in the field. In this way, students can better prepare themselves for the subsequent work they will be expected to perform upon completing the Bachelor of Health Informatics degree[14]. Medical and Health Informatics are both central to the development of the healthcare system in the region, and the Bachelor of Health Informatics degree serves to provide students with the important skills and knowledge required to be of value to healthcare professionals and patients alike. By equipping students with the relevant knowledge, this program provides an invaluable service in Saudi Arabia and throughout the Middle East [13, 14].\u003c/p\u003e \u003cp\u003eThe Ministry of Education in Saudi Arabia is responsible for overseeing and regulating universities and higher education in the country. The Ministry closely evaluates the quality of education that is provided by the universities, and works to ensure that the education being provided is of the highest standard [17]. The Ministry takes steps to ensure that the universities are compliant with the regulations set by the Ministry and are held to the highest standards. The Ministry also works to ensure that the universities are open and accessible to all Saudis, regardless of their income or educational background. After-school activities and extracurricular activities are also monitored by the Ministry to ensure that the students have access to comprehensive learning experiences [18]. In addition, the Ministry is often involved in the process of ensuring that the universities have the best facilities and teachers. The Ministry works to make sure that the facilities are up to date and are suited to the needs of the students. The Ministry also monitors the quality of teachers in the universities, ensuring that they have the proper credentials and experience [17, 18].\u003c/p\u003e \u003cp\u003eStudy Aim\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eTo assess the perception of HI graduates regarding BMI components in the curricula\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTo compare across universities in Saudi Arabia in terms of BMHI knowledge domains that are embedded in their curriculum\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eOur study employed a mixed-methods approach, integrating both quantitative and qualitative data sources to comprehensively assess the field of Health Informatics. The first approach, is using cross-sectional survey. It is a structured questionnaire distributed to Health Informatics professionals. This encompassed both academic and non-academic sectors, allowing for a diverse perspective on the subject matter. The questionnaire was designed to gather detailed insights into current practices, challenges, and future directions in health informatics.\u003c/p\u003e \u003cp\u003eSampling Technique\u003c/p\u003e \u003cp\u003eFor the questionnaire component, a purposive sampling technique was utilized. This approach enabled us to target respondents who are directly involved in the field of Health Informatics, ensuring that the data collected were relevant and informed by professional experience.\u003c/p\u003e \u003cp\u003eQuestionnaire Design\u003c/p\u003e \u003cp\u003eThe questionnaire was intricately designed to gauge the perceptions of health informatics professionals regarding six main variables considered essential for a Bachelor's degree in Biomedical and Health Informatics (BMHI). These variables were: BMHI core principles; health sciences and services; computer, data, and information sciences; social and behavioural sciences; management science; and BMHI specialization. Each variable represented a fundamental aspect of Health Informatics education, collectively encompassing the broad spectrum of knowledge and skills required in this field.\u003c/p\u003e \u003cp\u003eTo ensure comprehensive coverage, the questionnaire was structured into six sections, each corresponding to one of the aforementioned variables. Within each section, a series of questions was crafted to assess the perceived importance, relevance, and application of the respective variable in the context of a BMHI Bachelor's degree. The questions were designed to be both quantitative and qualitative in nature, allowing participants to rate the importance on a Likert scale, as well as provide open-ended responses for more detailed insights.\u003c/p\u003e \u003cp\u003eThe BMHI core principles section focused on the foundational theories and concepts underlying the field. Questions in this section sought to understand how well these principles were integrated into the curriculum and their perceived importance in the professional practice of health informatics. The health sciences and services section delved into the integration of medical knowledge and healthcare practices in informatics education, probing for the depth and breadth required for effective interdisciplinary collaboration. In the computer, data, and information sciences section, the focus was on the technical and computational aspects of health informatics. This section aimed to capture opinions on the necessity of skills like data analysis, programming, and system design in the curriculum.\u003c/p\u003e \u003cp\u003eValidity of questionnaire\u003c/p\u003e \u003cp\u003eThe initial instrument underwent a comprehensive evaluation process by expert panels, comprising external specialists such as the director of the academic department, heads of HI department at secondary care and faculty members. The primary objective of the expert panels was to analyze the content of the questionnaire, ascertain its relevance to the target demographic, and assess the clarity and comprehensibility of the questions. In response to the input received, the researchers incorporated demographic inquiries pertaining to participant gender and level of involvement. Additionally, modifications were made to the Likert scale response possibilities, resulting in a reduction from eight to seven.\u003c/p\u003e \u003cp\u003eAfter receiving assessment and comments from expert panels, a pilot study was undertaken at Qassim University including a limited sample size of project team members (n\u0026thinsp;=\u0026thinsp;9). The selection of participants was based on many factors, including diverse position levels, departments, and countries. The objective of the pilot study was to obtain feedback regarding the quality of the questionnaire, encompassing aspects such as readability, comprehensiveness, appropriateness, and clarity. The participants were requested to respond to targeted inquiries in order to evaluate their comprehension of the questionnaire and offer recommendations for enhancement.\u003c/p\u003e \u003cp\u003eEvery individual involved in the pilot project successfully accomplished the initial version of the questionnaire and offered their observations and input about the procedure, duration of questionnaire administration, and comprehensibility of the questions. The findings derived from the pilot study suggested that there was no requirement for the inclusion or exclusion of any additional questions. In general, the questionnaire was perceived as being relatively comprehensible and straightforward to fill out. The user's text has been revised to adhere to academic standards. Minor adjustments have been made to spelling, grammar, and numbering for the purpose of improving clarity and readability. The pilot study was carried out throughout a fortnight in September of the year 2022. The final version of the questionnaire was revised based on the comments provided by the volunteers, with only minor revisions being necessary.\u003c/p\u003e \u003cp\u003eDocument Analysis Procedure\u003c/p\u003e \u003cp\u003eThis study also used a documentation analysis methodology to collect and examine data from the official websites of five colleges that provide undergraduate degrees in health informatics. The qualitative research method known as documentation analysis entails the systematic examination and interpretation of documents in order to provide valuable insights into a certain topic. Specifically, the documents consisted of publicly accessible websites and downloadable materials supplied by the universities. The data gathering procedure entailed meticulously exploring the websites of each university to ascertain pertinent information, including course descriptions, program goals, learning outcomes, and necessary skills. Particular emphasis was given to program brochures, course catalogs, departmental histories, and downloadable materials such as syllabi and academic handbooks. Through this approach, it became possible to get current and precise information regarding the structure and content of each program.\u003c/p\u003e \u003cp\u003eConducting documentation analysis, especially when utilizing material from university websites, has numerous benefits. The platform enables researchers to directly access and examine official and publicly endorsed material, therefore assuring that the data accurately represents the current offerings and standards of the school. Moreover, this approach is economically efficient since it eliminates the need for explicit interaction with the institutions or the necessity of traveling. It also enables the examination of vast quantities of data from several institutions, therefore promoting thorough comparison research.\u003c/p\u003e \u003cp\u003eThe main objective of this documentation analysis was to conduct a comparative evaluation of the undergraduate health informatics programs at the chosen universities. The gathered statistics were further compared to the Competencies Framework of the IMIA, which delineates the fundamental competencies necessary for health informatics workers. The purpose of this comparison was to assess the degree of alignment between the curriculum of each university and recognized industry standards, therefore identifying any deficiencies and possibilities for educational improvement.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eThe collected data underwent a two-pronged analysis approach:\u003c/p\u003e \u003cp\u003eQuantitative Data Analysis: The responses from the questionnaires were analyzed using SPSS V.27 (Statistical Package for the Social Sciences). This involved both descriptive and inferential statistical techniques. Descriptive statistics provided a basic understanding of the data distribution and central tendencies, while inferential statistics were employed to draw conclusions about the larger population of health informatics professionals.\u003c/p\u003e \u003cp\u003eQualitative Data Analysis:\u003c/p\u003e \u003cp\u003eThe curriculum information gathered from university webpages was systematically reviewed. This involved identifying common themes, course structures, and educational objectives across the programs. The analysis aimed to understand the academic landscape of health informatics education and how it aligns with the needs and challenges identified through the questionnaire responses.\u003c/p\u003e \u003cp\u003eEthical Considerations\u003c/p\u003e \u003cp\u003e All research methods were carried out in accordance with relevant guidelines and regulations. Informed consent was obtained from all participants, and confidentiality was maintained throughout the study. The research protocol was reviewed and approved by the Institutional Review Board (IRB) of Qassim University No. 23-32-10\u003c/p\u003e "},{"header":"Results","content":" \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Data\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eOccupation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealthcare professional\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e65.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIT professional\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResearcher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e65.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eLevel of education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOut of 280 experts in HI, 45% (n\u0026thinsp;=\u0026thinsp;127) participated and fully filled the online questionnaire (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The result starts with the analysis of demographic characteristics of the respondents. The Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e show the distribution for occupation, gender, and education of the respondents. As we can see from the table above, 66.14% of respondents were healthcare professionals, 26.77% of the respondents answered academic, 3.94% were IT professionals and 3.15% answered researchers. The majority of respondents were males (66.14%). 58.3% of respondents were bachelors, 32.3% had master\u0026rsquo;s degree and only 9.4% answered PhD (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBasic questions on HI bachelor\u0026rsquo;s degree\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eDo you agree to establish bachelor\u0026rsquo;s degree in HI?\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDo you agree to restrict the study of HI to post graduate degree?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e61.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDo you recommend internship for bachelor in HI?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e114\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e89.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLength of internship\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e77.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e show participants response to five questions about their opinion on the feasibility of establishing bachelor programs in HI. In addition, respondents were asked to indicate whether to integrate internship program with bachelor\u0026rsquo;s degree or not. The total number of responses for these questions were 127. As seen in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, 82.7% of the respondents endorse the establishment of bachelor\u0026rsquo;s degree in HI. 61.4% of the respondents did not agree to restrict the study of HI to post graduate degree. It is apparent from this table that very few respondents (n\u0026thinsp;=\u0026thinsp;13), do not recommend integrating internship program with bachelor\u0026rsquo;s degree in HI. As Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e show that 114 of participants (89.8%) would recommend internship for bachelor in HI. When the participants were asked about the appropriate length of internship program, the majority 77.2% (n\u0026thinsp;=\u0026thinsp;98) commented that six months would be sufficient (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAll credit hours inclusive\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"12\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBMHI Knowledge Domains\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eQassim University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eJazan University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSaudi Electronic University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eHail University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eKing Faisal University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI core principles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e17%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealth sciences and services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e26%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e17%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e18%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComputer, data, and information science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e26%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e31%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e31%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e34%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial and behavioural science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eManagement science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI specializations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNot applicable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e14%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e19%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e24%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e145\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e140\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e143\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e133\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e151\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e show comparative analysis of the distribution of Biomedical Health Informatics (BMHI) knowledge domains among five universities reveals similarities and differences in their educational priorities. Qassim University, Jazan University, and King Faisal University demonstrate a similar emphasis on BMHI core principles, allocating around 15\u0026ndash;16% to this domain. Saudi Electronic University and Hail University assign a slightly lower percentage, around 10\u0026ndash;12%. In terms of health sciences and services, Qassim University and King Faisal University allocate 30%, while Jazan University allocates 36%. Saudi Electronic University and Hail University assign 24\u0026ndash;27%. For computer, data, and information science, Saudi Electronic University stands out with the highest allocation of 45%, while Hail University and King Faisal University allocate 31\u0026ndash;34%. Qassim University and Jazan University assign 28\u0026ndash;37%. In terms of social and behavioral science, Qassim University and Jazan University allocate around 10\u0026ndash;12%, while Saudi Electronic University, Hail University, and King Faisal University assign 6\u0026ndash;10%. In management science, Qassim University and Jazan University allocate 10\u0026ndash;13%, Saudi Electronic University and King Faisal University assign 8\u0026ndash;12%, and Hail University allocates the lowest percentage at 6%. Finally, all universities allocate a comparable percentage (2\u0026ndash;4%) to BMHI specializations.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eUniversity requirements excluded\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"12\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBMHI Knowledge Domains\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eQassim University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eJazan University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSaudi Electronic University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eHail University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eKing Faisal University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI core principles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e21%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e16%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealth sciences and services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e30%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e21%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e15%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e23%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComputer, data, and information science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e31%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e31%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e39%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e38%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e44%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial and behavioural science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eManagement science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e11%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e15%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI specializations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e provides a comparative interpretation of the distribution of Biomedical Health Informatics (BMHI) knowledge domains among Qassim University, Jazan University, Saudi Electronic University, Hail University, and King Faisal University. The percentages indicate the allocation of emphasis each university places on different domains within their BMHI programs. Starting with BMHI core principles, Qassim University and Jazan University allocate 18\u0026ndash;23%, indicating a relatively higher emphasis on this domain compared to the other universities. Saudi Electronic University, Hail University, and King Faisal University assign 13\u0026ndash;16%, suggesting a slightly lower emphasis.\u003c/p\u003e \u003cp\u003eIn terms of health sciences and services, Qassim University and King Faisal University allocate 23\u0026ndash;30%, while Jazan University has the highest percentage of 36% courses related to health sciences. Saudi Electronic University and Hail University assign 15\u0026ndash;21%, suggesting a relatively lower emphasis compared to the other universities. When it comes to computer, data, and information science, Saudi Electronic University stands out with the highest allocation of 39\u0026ndash;45%, indicating a stronger emphasis on this domain. Hail University and King Faisal University allocate 31\u0026ndash;38%, while Qassim University and Jazan University assign 31\u0026ndash;40%, suggesting a moderate emphasis.\u003c/p\u003e \u003cp\u003eIn terms of social and behavioral science, Qassim University and Jazan University allocate 10\u0026ndash;17%, indicating a moderate emphasis on this domain. Saudi Electronic University, Hail University, and King Faisal University assign 6\u0026ndash;14%, suggesting a relatively lower emphasis. Regarding management science, Qassim University and Jazan University allocate 11\u0026ndash;15%, indicating a moderate focus on this domain. Saudi Electronic University and King Faisal University assign 8\u0026ndash;12%, while Hail University allocates the lowest percentage at 6%. All universities allocate a comparable percentage (3\u0026ndash;6%) to BHMI specializations, indicating a similar recognition of the importance of specialized knowledge within the field.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ewithout foundation year and university requirements (college and program requirements)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"12\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBMHI Knowledge Domains\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eQassim University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eJazan University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSaudi Electronic University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eHail University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eKing Faisal University\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI core principles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e19%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e14%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e21%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e17%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealth sciences and services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e22%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e22%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e15%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComputer, data, and information science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e34%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e35%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e38%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e41%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial and behavioural science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eManagement science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e11%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e15%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI specializations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e117\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe comparative analysis of the distribution of BMHI knowledge domains among Qassim University, Jazan University, Saudi Electronic University, Hail University, and King Faisal University reveals several key findings. Firstly, there is a consistent emphasis on BHMI core principles across all universities, with allocations ranging from 14\u0026ndash;21%. Health sciences and services receive significant attention, with allocations ranging from 15\u0026ndash;27%. Computer, data, and information science demonstrate a strong emphasis across the board, with allocations ranging from 34\u0026ndash;44%. Social and behavioural science receive a moderate emphasis, with allocations ranging from 6\u0026ndash;13%. Management science shows a comparable emphasis, with allocations ranging from 8\u0026ndash;15%. BHMI specializations are allocated a similar percentage across all universities, ranging from 3\u0026ndash;5%.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive table of competences skills including internship program\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"11\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCompetence skill\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e50%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e60%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e70%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e80%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e90%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of core principles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e17.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e15.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e14.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e19.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e8.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Health Sciences services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e8.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e11.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e5.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Computer data and information science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e16.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e12.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e7.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e5.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Management science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e16.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e13.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e9.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Social and behavioral sciences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e14.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e13.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Specialization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e40.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e19.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of core principles in internship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e29.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e48.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e21.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Health Sciences services in internship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e8.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e11.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e5.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Computer data and information science in internship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e33.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e35.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e8.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Management science in internship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e22.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e17.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e26.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Social and behavioral sciences in internship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e47.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e25.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage of Specialization in internship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e41.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e48.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e presents the percentages of competence skills and the distribution of different knowledge domains among various competency levels. In regard to core principles, the percentages range from 0.8\u0026ndash;19.7%. The highest percentages are observed at the competence skill levels of 70% and 80%, with 19.7% allocated to core principles. At lower competence levels, such as 10% and 20%, the percentages are relatively lower, ranging from 0.8\u0026ndash;3.9%. Health sciences and services show varying percentages across different competence levels. At 30% competence, the percentage is highest at 26.8%, indicating a significant emphasis on health sciences and services. However, at lower competence levels, the percentages range from 1.6\u0026ndash;13.4%, indicating a relatively lower focus.\u003c/p\u003e \u003cp\u003eComputer data and information science also display diverse percentages across competence levels. At the highest competence level of 100%, the percentage is 6.3%, suggesting a moderate emphasis on this domain. At lower competence levels, such as 10% and 20%, the percentages range from 14.2\u0026ndash;18.1%, indicating a stronger emphasis. Management science demonstrates varying percentages across different competence levels. At the highest competence level of 100%, the percentage is 4.7%, indicating a relatively lower emphasis on management science. However, at competence levels of 20% and 30%, the percentages range from 16.5\u0026ndash;21.3%, reflecting a stronger focus.\u003c/p\u003e \u003cp\u003eSocial and behavioral sciences display different percentages across competence levels. At the highest competence level of 100%, the percentage is 3.1%, suggesting a relatively lower emphasis. However, at competence levels of 30% and 40%, the percentages range from 14.2\u0026ndash;16.5%, indicating a stronger focus. Specialization shows varying percentages across competence levels. At the highest competence level of 100%, the percentage is 3.1%, suggesting a moderate emphasis on specialization. At lower competence levels, the percentages range from 2.4\u0026ndash;40.2%, indicating a varying level of emphasis.\u003c/p\u003e \u003cp\u003eWhen examining the internship year, the distribution of knowledge domains also varies across competence levels. Core principles and health sciences and services show higher percentages at lower competence levels, while computer data and information science, management science, social and behavioral sciences, and specialization exhibit varying percentages at different competence levels.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIMIA vs our study\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eIMIA vs our study academic program\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003eIMIA vs our study internship program\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eIMIA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u003cb\u003eOur study\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cb\u003eIMIA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e\u003cb\u003eOur study\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBMHI Knowledge Domains\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBMHI Knowledge Domains\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI core principles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBHMI core principles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealth sciences and services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHealth sciences and services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e22%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComputer, data, and information science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eComputer, data, and information science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e23%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial and behavioural science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSocial and behavioural science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e21%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eManagement science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eManagement science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e18%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBHMI specializations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBHMI specializations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs seen in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e the comparative interpretation of the distribution of BMHI knowledge domains between IMIA and our study academic program reveals several key findings. Firstly, our program places a higher emphasis on BHMI core principles compared to IMIA, as indicated by a mean rating of 5.67. Both IMIA and our program allocate 30% to health sciences and services, with our program exhibiting a mean rating of 5.08. In terms of computer, data, and information science, both IMIA and our program allocate 30%, but our program shows a higher mean rating of 4.35. Social and behavioural science receives attention in both IMIA and our program, with our program demonstrating a mean rating of 4.10. Both IMIA and our program assign 10% to management science, and our program has a mean rating of 3.57. Lastly, both IMIA and our program acknowledge BHMI specializations, with our program showing a mean rating of 2.56.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn the current healthcare environment, health informatics education is crucial. The education can help to improve healthcare delivery where by health informatics professionals can develop and maintain the information systems to help healthcare organizations provide patient care. The HI education equip students how to use digital tools like telehealth, health information exchange (HIE), electronic health records (EHRs), and other tools to improve healthcare delivery by streamlining procedures and lowering medical errors. A strong foundation in data analysis, data management, and data visualization techniques can make it possible the HI graduates to obtain valuable insights from the complex datasets, which promotes more informed decision-making and better patient outcomes.\u003c/p\u003e \u003cp\u003eThe interoperability and standardization of health information systems are also covered in HI Education. It makes it possible for HI professionals to comprehend and put into practice industry standards such as Fast Healthcare Interoperability Resources (FHIR) and Health Level Seven International (HL7), which enable smooth data transfer between various healthcare systems. The benefits of interoperability and standardization include better care coordination, fewer test duplications, and patient continuity of treatment.\u003c/p\u003e \u003cp\u003eLike many other nations, the Kingdom of Saudi Arabia has been actively promoting Health Informatics undergraduate programs at several top universities. As comparison, the United States offer undergraduate degrees in health informatics, as well as related subjects like health information technology (HIT) and health information management (HIM). Typically, these programs offer a thorough understanding of regulatory compliance, data management, healthcare analytics, and health information systems. Health informatics certificate programs and continuing education courses are widely available from various institutions. Professionals who already work in healthcare or related sectors who wish to improve their knowledge and abilities in health informatics can enroll in these programs. Specialized fields including clinical informatics, health data analytics, and healthcare information security are frequently the focus of certificate programs. In our study, we surveyed the HI professionals to understand how the existing curricula is aligned with IMIA recommendations. In general, we received a high agreement from the participants who agree that industrial internship should be part of the program. This is supported by a recent study by [14] that look into Ehealth professionals career pathway in the Gulf Cooperation Countries (GCC) which suggest to add industry-based curriculum to enhance the skills and experience for ehealth graduates.\u003c/p\u003e \u003cp\u003eDifferent comparisons were made in regards to the content of Bachelor of Health Informatics program. Across Saudi Arabia, we compared across five Saudi Universities that offer Health Informatics programs (Jazan, SEU, Qassem, Hail and King Faisal) and it is found on average the emphasis was given on the Core principles of HI at a higher percentage compared to IMIA recommendations.\u003c/p\u003e \u003cp\u003eThe results from this study revealed harmonized with the IMIA recommendations to indicate the universities in Saudi Arabia have met the international standards when it comes to Health Informatics education. Our study academic program places a strong emphasis on BHMI core principles, health sciences and services, computer, data, and information science, and social and behavioural science. Management science and BHMI specializations receive relatively lower emphasis. These findings highlight the program's commitment to providing students with a comprehensive understanding of the foundational principles, healthcare practices and systems, technology and data management, and social and behavioural factors in the context of BMHI. While management science and specialized knowledge are still acknowledged, the program focuses more on the broader domains. Overall, our study program aims to equip students with a well-rounded education in BMHI, emphasizing the core principles and practical aspects of the field.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe HI professionals working in Saudi Arabia have high agreement on the establishment of HI degree programs in the country and they are satisfied with the content of the curricula. They also suggested an appropriate internship period so that future graduates will adapt with the industry demands.\u003c/p\u003e \u003cp\u003e Our study academic program demonstrates a stronger emphasis on BHMI core principles, health sciences and services, computer, data, and information science, and social and behavioural science in accordance to IMIA standards. This indicates a comprehensive coverage and a focus on equipping students with a solid foundation in the field. While management science and BHMI specializations receive relatively lower emphasis, they are still recognized within the program's educational framework. These findings showcase the program's dedication to providing students with a well-rounded education that prepares them for the complexities of the BMHI field.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003e\u003cstrong\u003eHI\u003c/strong\u003e: Health Informatics; \u003cstrong\u003eIMIA\u003c/strong\u003e:\u0026nbsp;International Medical Informatics Association; \u003cstrong\u003eMoE\u003c/strong\u003e: Ministry of Education; \u003cstrong\u003eSPSS\u003c/strong\u003e: Statistical Package for the Social Sciences\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll methods in this study were performed in accordance with the declaration of Helsinki and was approved by the Institutional Review Board (IRB) of Qassim University No.\u0026nbsp;23-32-10. All the participants provided informed consent to participate. In the case of the questionnaire-based study, all participants were informed of the voluntary nature, confidentiality, and aim of the study and the nature of their participation before they participated in the study. Website analysis are all done on the public domain websites.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing of interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis project fully funded by Qassim University\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHaitham A. Alzghaibi\u003c/strong\u003e: Conceptualization, methodology, data collection, validation, analysis, and writing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNasriah Zakaria\u003c/strong\u003e: \u0026nbsp;Literature review, validation and writing\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSyed Sabbir\u003c/strong\u003e: Data analysis and discussion\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eShafiz Affendi\u003c/strong\u003e: Methodology and Discussion\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFaisal AlGhayadh:\u0026nbsp;\u003c/strong\u003eIntroduction and Discussion\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSulaiman Almutairi\u003c/strong\u003e:\u0026nbsp;Validation,\u0026nbsp;editing and reviewing.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eReem M. Alotaibi\u003c/strong\u003e: Data collection, editing and reviewing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSaleh Alzughaibi\u003c/strong\u003e: Data collection, editing and reviewing.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp dir=\"RTL\" style=\"text-align: left;\"\u003e\u003cspan dir=\"LTR\"\u003eThe Researchers would like to thank the Deanship of Graduate Studies and Scientific Research at Qassim University for financial support (QU-APC-2024-9/1)\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and analysed in the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eCummings E, Whetton S, Mather C. Chapter 16 - Integrating Health Informatics Into Australian Higher Education Health Profession Curricula. In: Shachak A, Borycki EM, Reis SP, editors. Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks: Academic Press; 2017. p. 323\u0026thinsp;\u0026minus;\u0026thinsp;43.\u003c/li\u003e\n\u003cli\u003eHoney M, Collins E, Britnell S. Education Into Policy: Embedding Health Informatics to Prepare Future Nurses-New Zealand Case Study. JMIR Nurs. 2020;3(1):e16186.\u003c/li\u003e\n\u003cli\u003eDalrymple PW. Data, information, knowledge: The emerging field of health informatics. Bulletin of the American Society for Information Science and Technology. 2011;37(5):41\u0026thinsp;\u0026minus;\u0026thinsp;4.\u003c/li\u003e\n\u003cli\u003eSheikh A, Anderson M, Albala S, Casadei B, Franklin BD, Richards M, et al. Health information technology and digital innovation for national learning health and care systems. Lancet Digit Health. 2021;3(6):e383-e96.\u003c/li\u003e\n\u003cli\u003eHasman A, Mantas J. IMIA Accreditation of Health Informatics Programs. Healthc Inform Res. 2013;19(3):154\u0026thinsp;\u0026minus;\u0026thinsp;61.\u003c/li\u003e\n\u003cli\u003eMonkman H, Mir S, Borycki EM, Courtney KL, Bond J, Kushniruk AW. Updating professional competencies in health informatics: A scoping review and consultation with subject matter experts. International journal of medical informatics. 2023;170:104969.\u003c/li\u003e\n\u003cli\u003eIMIA. Recommendations of the International Medical Informatics Association (IMIA) on education in health and medical informatics. Methods Inf Med. 2000;39(3):267\u0026thinsp;\u0026minus;\u0026thinsp;77.\u003c/li\u003e\n\u003cli\u003eMantas J, Ammenwerth E, Demiris G, Hasman A, Haux R, Hersh W, et al. Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics. First Revision. Methods Inf Med. 2010;49(2):105\u0026thinsp;\u0026minus;\u0026thinsp;20.\u003c/li\u003e\n\u003cli\u003eBichel-Findlay J, Koch S, Mantas J, Abdul SS, Al-Shorbaji N, Ammenwerth E, et al. Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics: Second Revision. International journal of medical informatics. 2023;170:104908.\u003c/li\u003e\n\u003cli\u003eAl-dossary H, Alumran A, Al-rayes S, Althumairi A, Aljanoubai H, Alhuseini M, et al. An overview of health information management education in Saudi Arabia. Informatics in Medicine Unlocked. 2021;23:100530.\u003c/li\u003e\n\u003cli\u003eShaanika I, Iyamu T. Health informatics curriculum development for teaching and learning. Education and Information Technologies. 2019;24:1293\u0026thinsp;\u0026minus;\u0026thinsp;309.\u003c/li\u003e\n\u003cli\u003ePopoola Y. Assessment of the Implementation of Health Information Management Curriculum in Nigerian Tertiatry Institutions. Available at SSRN 3943784. 2021.\u003c/li\u003e\n\u003cli\u003eAlmalki M, Jamal A, Househ M, Alhefzi M. A multi-perspective approach to developing the Saudi Health Informatics Competency Framework. International journal of medical informatics. 2021;146:104362.\u003c/li\u003e\n\u003cli\u003eZakaria N, Zakaria N, Alnobani O, AlMalki M, El-Hassan O, Alhefzi MI, et al. Unlocking the eHealth professionals\u0026rsquo; career pathways: A case of Gulf Cooperation Council countries. International journal of medical informatics. 2023;170:104914.\u003c/li\u003e\n\u003cli\u003eBahkali S, Almaiman A, Almadani W, Househ MS, El Metwally A. The state public health informatics in saudi arabia. ICIMTH. 2014:257\u0026thinsp;\u0026minus;\u0026thinsp;60.\u003c/li\u003e\n\u003cli\u003eAlsulame K, Khalifa M, Househ MS. eHealth in Saudi Arabia: Current Trends, Challenges and Recommendations. ICIMTH. 2015;213:233-6.\u003c/li\u003e\n\u003cli\u003eSmith L, Abouammoh A. Higher education in Saudi Arabia: Reforms, challenges and priorities. Higher education in Saudi Arabia: Achievements, challenges and opportunities: Springer; 2013. p. 1\u0026ndash;12.\u003c/li\u003e\n\u003cli\u003eAlkhazim MA. Higher Education in Saudi Arabia: Challenges, Solutions, and Opportunities Missed. Higher Education Policy. 2003;16(4):479\u0026thinsp;\u0026minus;\u0026thinsp;86.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Bachelor in HI, Medical Education, Curriculum development, Higher education","lastPublishedDoi":"10.21203/rs.3.rs-5333890/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5333890/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe administration and use of health data to improve the quality of healthcare is the main goal of the multidisciplinary discipline of health informatics (HI). This study set out to assess graduates' opinions of the elements of the Biomedical and Health Informatics (BMHI) curriculum. A cross-sectional survey and document analysis were two of the mixed-methods techniques used. Six key curricular variables\u0026mdash;core principles, health sciences, computer and data sciences, social and behavioural sciences, management science, and BMHI specialisation\u0026mdash;were the subject of this survey focused on HI practitioners. Both quantitative and qualitative data were collected.\u003c/p\u003e \u003cp\u003eAmong the 280 experts who answered the survey, 127 expressed a strong preference (89.8%) to include internships in the bachelor's programs and the practitioners showed high support (82.7%) for the HI programs in Saudi Arabia. The comparative analysis on 5 universities in Saudi Arabia revealed noteworthy differences in how much focus different colleges placed on the BMHI knowledge domains. Particularly, Saudi Electronic University focused more in computer and data sciences areas than other universities, whereas Qassim University and Jazan University showed a higher concentration on health sciences and basic principles topics in their curicullum. These results demonstrate the various educational goals found in HI curricula and point to the necessity of standardised guidelines in order to improve program coherence between HI educational institutions.\u003c/p\u003e","manuscriptTitle":"Benchmarking IMIA recommendations for the Health Informatics undergraduate program in Saudi Arabia: a mixed methodology","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-08 20:49:03","doi":"10.21203/rs.3.rs-5333890/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-10-30T05:16:33+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-10-30T03:56:54+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-10-30T03:00:58+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-10-25T16:59:18+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5629f3ae-d2b5-43f1-abd1-978dff84df36","owner":[],"postedDate":"November 8th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-06-02T16:10:42+00:00","versionOfRecord":{"articleIdentity":"rs-5333890","link":"https://doi.org/10.1186/s12909-025-07260-1","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-05-26 15:57:58","publishedOnDateReadable":"May 26th, 2025"},"versionCreatedAt":"2024-11-08 20:49:03","video":"","vorDoi":"10.1186/s12909-025-07260-1","vorDoiUrl":"https://doi.org/10.1186/s12909-025-07260-1","workflowStages":[]},"version":"v1","identity":"rs-5333890","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5333890","identity":"rs-5333890","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}