The purpose of this study was to determine the use and perceived usefulness of outcomes assessment methods in health information management programs. Additional characteristics of the outcomes assessment practices were recognized. The findings were evaluated for significant differences in results based on age of the program, type of institution, regional location of the institution, and degree that is awarded. A web-based survey was administered to undergraduate health information management programs accredited by the Commission on Accreditation of Health Informatics and Information Management Education Programs (CAHIIM). The responses were analyzed using descriptive and inferential statistics. Results indicated programs utilize a variety of methods to assess student learning. A large percentage of respondents used alumni surveys, employer surveys, placement data, and results of credentialing exams, which are required in current CAHIIM accreditation standards. The research found that program directors believe that outcomes assessment is effective in determining the strengths, weaknesses and areas that need improvement and that outcomes assessment demonstrates accountability. Overall, the results of the survey showed limited significant differences in outcomes assessment found between or among programs based on age of the program, regional location of the institution, academic degree awarded or whether the institution is private or public. Program directors at private institutions reported higher usefulness of student portfolios than directors at public institutions. Private institutions use student learning outcome results for planning and budget development to a higher degree than public institutions. Directors at associate degree programs reported higher usefulness of assessment by supervisors of students on professional experiences and employer surveys of graduates than those at baccalaureate degree programs. This study yielded implications for administrators of health information management programs as well as the organization that accredits the programs. Program directors may incorporate characteristics that are more widespread and customary and focus efforts on assessment methods with higher ratings of usefulness, and institutions may increase support for assessment through commitment of adequate resources. The accreditation organization may want to adapt their standards to require specific outcomes assessment methods that are most useful to increase the frequency with which those methods are used. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]