Table 2
Dual Competency Training and Research Areas
| Level of Expense | Training | Research |
| Less expensive (least to more) | T1. Share curricula and experiences on Web, distance learning | R1. Flexible, well-constructed review panels |
| T2. Faculty exchanges | ||
| T3. Coordinate student projects | ||
| T4. Support and share seminars | ||
| T5. Support internships in applied settings | ||
| T6. Support slots in some existing programs for the intersection between the two disciplines | ||
| More expensive (more to most) | T1. Support curriculum development, case studies | R1. Joint NLM/AHRQ RFP for proposals and applications focusing on fostering collaboration between medical informatics and health services research, including those dealing with research needs, tool development, implementation, and evaluation |
| T2. Support programs to train MA-level researchers (as well as fellows) | ||
| T3. Support mid-career development | ||
| T4. Support faculty development | ||
| T5. Create and support new centers of excellence |
