Organic Law 2/2006, of 3 May, of Education, provides in Article 39.6 that the Government, after consulting the Autonomous Communities, will establish the qualifications corresponding to the vocational training studies, thus as the basic aspects of the curriculum for each of them.

The Organic Law of 19 June, of the Qualifications and of Vocational Training, establishes in Article 10.1 that the General Administration of the State, in accordance with the provisions of Article 149.1.30. Establishment and after consultation of the General Council of Vocational Training, the certificates and certificates of professionalism, which shall constitute the offers of vocational training referred to in the National Catalogue of Qualifications, shall be determined. Professionals.

Law 2/2011, of 4 March, of Sustainable Economy, and the Organic Law 4/2011, of 11 March, complementary to the Law of Sustainable Economy, amending the Law of the Organic Law, of the Qualifications and of the Vocational training, and 2/2006, of Education, have introduced an ambitious set of legislative changes necessary to stimulate and accelerate the development of a more competitive, more innovative economy, capable of renewing the productive sectors The Commission has been able to make the most of its work in the field of quality.

Royal Decree 1147/2011 of 29 July 2011 provides for the general management of vocational training of the educational system and defines in Article 9 the structure of vocational training qualifications, based on the catalogue National of Professional Qualifications, guidelines set by the European Union and other aspects of social interest.

On the other hand, this royal decree in Article 7 gives the professional profile of these titles, which will include general competence, professional, personal and social skills, qualifications and, where appropriate, the (a) the national catalogue of vocational qualifications included in the titles, so that each degree will, at least, incorporate a complete vocational qualification, in order to ensure that the qualifications of vocational training respond effectively to the needs demanded by the productive system and the personal and social values that enable democratic citizenship to be exercised.

This regulatory framework makes it necessary for the Government, after consulting the Autonomous Communities, to establish each of the titles which will form the catalogue of titles of vocational training of the educational system, its minimum teaching and other aspects of academic management which, without prejudice to the competences conferred on the educational authorities in this field, constitute the basic aspects of the curriculum which ensure a common and ensure the validity of the securities, in compliance with the provisions of Article 6.2 of the Law Organic 2/2006, of 3 May, of Education.

For these purposes, it is appropriate to determine for each title their identification, their professional profile, the professional environment, the prospective of the title in the sector or sectors, the teaching of the training cycle, the correspondence of the professional modules with the units of competence for their accreditation, validation or exemption, and the basic parameters of the training context (minimum spaces and equipment, qualifications and specialties of teachers and their equivalent to (a) the Court of Justice, after consulting the Autonomous Communities, as provided for in the Article 95 of the Organic Law 2/2006, of 3 May, of Education.

Also, in each title, the access to other studies and, where appropriate, the modalities and subjects of baccalaureate that facilitate the admission in case of competitive concurrency, the convalidations, exemptions and equivalences and, where appropriate, information on the requirements for the professional exercise, in accordance with the legislation in force.

In order to facilitate the recognition of credits between higher technical qualifications and the teachings leading to university degrees and vice versa, in the higher education courses the equivalence of each professional module with European ECTS credits, as defined in Royal Decree 1125/2003 of 5 September, establishing the European credit system and the system of qualifications in university degrees official character and validity throughout the national territory.

Thus, the present royal decree, as provided for in Royal Decree 1147/2011, of 29 July, establishes and regulates, in the basic aspects and elements mentioned above, the title of vocational training of the educational system of Superior Technical Documentation and Health Administration.

Likewise, this royal decree responds to the principles of efficiency and austerity that must preside over the functioning of the public services established in Royal Decree-Law 14/2012 of 20 April, of urgent measures of rationalisation of public expenditure in the field of education, in terms of the possibilities of its implementation.

A regulatory standard has been used to establish state bases in accordance with the Constitutional Court, which admits that "exceptionally" the bases can be established by regulatory standards in certain cases, as is the case in the present case, where 'it is essential to ensure the lowest common denominator laid down in the basic legal rules' (inter alia, in SSTC 25/1983, 32/1983 and 48/1988).

In the process of drawing up this royal decree, the autonomous communities have been consulted and the General Council of Vocational Training, the School Council of the State, the Ministry of Health, Services, has issued a report. Social and Equality, and the Ministry of Finance and Public Administrations; also in accordance with the provisions of article 39 of Law 16/2003, of 28 May, of Cohesion and Quality of the National Health System has collaborated in the elaboration of this royal decree the Human Resources Commission of the National Health System.

In its virtue, on the proposal of the Minister of Education, Culture and Sport and after deliberation of the Council of Ministers at its meeting on September 12, 2014,

DISPONGO:

CHAPTER I

General provisions

Article 1. Object.

1. This royal decree aims to establish the title of Superior Technician in Sanitary Documentation and Administration, with official character and validity throughout the national territory, as well as its corresponding teachings. minimum.

2. The provisions of this royal decree supersede the regulation of the title of Superior Technician in Sanitary Documentation, contained in Royal Decree 543/1995, of April 7.

CHAPTER II

Identification of title, professional profile, professional and prospective title of the title in the sector or sectors

Article 2. Identification.

The title of Superior Technical Documentation and Health Administration is identified by the following elements:

Denomination: Sanitary Documentation and Administration.

Level: Higher Grade Professional Training.

Duration: 2000 hours.

Professional Family: Healthcare.

Concerning the International Standard Classification of Education: CINE-5b.

Level of the Spanish Qualifications Framework for Higher Education: Level 1 Technical Superior.

Article 3. Professional profile of the title.

The professional profile of the title of Superior Technician in Sanitary Documentation and Administration is determined by his general competence, his professional, personal and social competences, and by the relationship of qualifications and, where applicable, competition units of the National Catalogue of Professional Qualifications included in the title.

Article 4. General competence.

The general competence of this title is to define and organize processes for the treatment of information and clinical documentation, extracting and recording data, coding and validating the information, guaranteeing the compliance with the regulations, as well as to intervene in the processes of patient care and management and administrative management in healthcare facilities.

Article 5. Professional, personal and social skills.

The professional, personal and social competencies of this title are as follows:

a) Perform revenue management, high, bed allocation and delivery of other healthcare services to patients/users, ensuring compliance with processes and quality levels.

b) Recognize the clinical terminology of health documents in relation to pathological processes and their care in healthcare services.

c) Select diagnostic and/or therapeutic diagnoses and procedures, as well as clinical data of clinical documentation of interest.

d) Develop and process documents and communications of the health services on the basis of the needs identified and in the field of their responsibility, respecting the ethical criteria of the profession.

e) Manage the archive of clinical histories and other documentation, based on established criteria, processes and procedures.

f) Handle the system of classification of diseases according to current regulations, in the processes of coding of diagnoses and procedures.

g) Perform diagnostic coding processes and procedures related to the international classification of diseases.

h) Explain and validate databases for the clinical-care information system, quality and research, ensuring the application of data protection regulations.

i) Manage health documentation by applying the structure, utilities, validations, and holdings of the minimum basic data set (CMBD).

j) Understanding and orienting patients and family members by applying communication techniques to improve the quality of care and satisfaction.

k) Run administrative tasks in the management of health care and non-healthcare areas.

l) Adapting to new employment situations, keeping up to date the scientific, technical and technological knowledge related to their professional environment, managing their training and existing resources in learning throughout life and using information and communication technologies.

m) Solve situations, problems or contingencies with initiative and autonomy in the field of their competence, with creativity, innovation and spirit of improvement in the personal work and in the team members.

n) Organize and coordinate work teams with responsibility, monitoring the development of the work, maintaining fluid relationships and assuming leadership, as well as providing solutions to group conflicts that present.

n) Communicate with their peers, superiors, clients and persons under their responsibility, using effective means of communication, transmitting the appropriate information or knowledge and respecting the autonomy and competence of the persons involved in the scope of their work.

o) Generate safe environments in the development of your work and that of your team, monitoring and applying the procedures for the prevention of occupational and environmental risks, as established by the regulations and objectives of the company.

p) Monitor and apply quality management procedures, universal accessibility and "design for all people", in the professional activities included in the processes of production or delivery of services.

q) Perform basic management for the creation and operation of a small business and have an initiative in its professional activity with a sense of social responsibility.

r) Exercise their rights and comply with the obligations arising from their professional activity, in accordance with the laws in force, actively participating in economic, social and cultural life.

s) To exercise their professional competence subject to confidentiality criteria and to the provisions of the legislation governing the protection of personal data.

Article 6. Relationship of qualifications and competence units of the National Catalogue of Professional Qualifications included in the title.

1. Full professional qualification:

Health documentation SAN626_3 (Royal Decree 887/2011 of 24 June, supplementing the National Catalogue of Professional Qualifications, by establishing three professional qualifications) for the Professional Family Health), comprising the following units of competence:

UC2072_3: Manage the documentation files and clinical histories.

UC2073_3: Develop and normalize documentary treatment and the clinical-care information system.

UC2074_3: Extract the clinical terms and diagnostic and/or therapeutic procedures of the clinical documentation.

UC2075_3: Encode clinical and non-clinical data extracted from health documentation.

UC2076_3: Perform administrative-clinical procedures in the management of primary care and specialty care patients.

UC2077_3: Explain clinical and non-clinical data for the clinical-care information system, quality control, and research.

2. Incomplete professional qualification:

Documentary and management assistance in dispatches and offices ADG310_3 (Royal Decree 107/2008 of 1 February, supplementing the national catalogue of professional qualifications, by establishing seven professional qualifications of the Family Management and Management):

UC0986_3: Develop professional documentation and presentations in different formats.

UC0987_3: Manage the information and file systems on conventional and computer support.

Article 7. Professional environment.

1. The people who obtain this degree are active in the health sector, in public sector bodies and institutions and in private companies, both in primary and specialised care, as well as in hospital and hospital centres. research.

They perform their work under the supervision of the corresponding optional or administrative manager where appropriate.

Your professional activity is subject to regulation by the state health administration.

2. The most relevant occupations and jobs are as follows:

-Top technician in health documentation.

-Health documentation coding technician.

-Technical file manager for medical records.

-Technical controller of medical treatment and design.

-Technical manager of healthcare information systems.

-Technical responsible for quality assurance and evaluation of healthcare delivery.

-Technical management responsible for administrative-clinical processes.

-Unit, department, or health center administration manager.

-Biomedical research teams assistant.

-Health Services Secretary.

Article 8. Prospective of the title in the sector or sectors.

Educational administrations will take into account, when developing the corresponding curriculum, the following considerations:

a) Information is a fundamental resource for the functioning of the health organization. All the administrative and clinical care activities carried out in it involve the recording and storage of data, the treatment of these and their subsequent transmission for conversion into information; information which in turn is stored, processed, and transmitted.

b) This information, which is treated as an added value, thus becomes a strategic resource that allows decision-making in the activities and processes that are developed in the organization, the exchange of data and information with the outside world, health research and the acquisition of greater capacity to react to changes and advances in the environment.

c) In this context of information-based society and knowledge management, healthcare organizations and the healthcare system in general have the need for an emerging professional to gather in their field of action. knowledge on information and health circuits and information and communication technologies.

d) The management of the health documentation, requires knowledge in pathology and clinical terminology that allow the adequate selection of the clinical data necessary to be coded, by means of the classification of diseases, and also to find clinical information in the form of a database, which together with the groups related to the diagnosis (GRD) are used for the payment of services from the public system to their centers assistance.

e) Health organisations are currently making an important effort and investment in the design and implementation of information systems based on the use of information and communication technologies, being the basis of its development, the electronic clinical history that brings together the clinical and administrative information of the patient and whose structural basis are the circuits of the organization.

f) The figure of a higher technician in Sanitary Documentation and Administration should combine the two knowledge that make up the concept of information system: information and communication technologies and information health (including circuits, clinical information, medical history, databases, information organization and the care activity). In this sense, it must be a professional who is in direct contact with the areas of planning and evaluation, and of computer science, making the role of active intermediary that proposes solutions to the problems of information according to the user needs with the assigned competencies.

g) The integration and interoperability between different health information systems is key to increasing the quality of care for citizens as it will allow comprehensive care where the patient is (transnational health care) or distance (telemedicine), and also the integration of generic data with clinical data and information of a population nature (bioinformatics). To this end, the existence of electronic clinical history is essential as a basis for achieving interoperable environments and reaching a shared clinical history.

h) The exchange of health information and the empowerment of the systems to support the clinical decision, together with the exchange of data and information with the outside, requires a great effort and work inside and outside the organisations, and not just in the purely technological field. In this context, the superior technicians in Sanitary Documentation and Administration must support the construction of ontologies based on medical terminology that allow the definition of clinical concepts for the recovery of information and the data exchange, control the quality and integrity of the information exchanged in the different areas of attention, analyze, design and redesign the processes to structure the system information, perform user profiles for setting up information needs, and assisting and training professionals in changes that occur.

i) The powers already conferred on the previous title are extended in two new areas. On the one hand, it is complemented by activities of the administrative sector, adapted to the needs of the institutions and the health services, and on the other hand, giving direct attention to the patient/user. Both areas of activity benefit decisively from knowledge in clinical terminology, documentation, organization and health management, from which the title itself does.

CHAPTER III

Formative cycle teachings and basic context parameters

Article 9. General objectives.

The general objectives of this training cycle are as follows:

a) Analyse the health facilities ' own resources, operating policies, and procedures for managing revenue, high, bed allocation, and other services.

b) Identify the characteristics of anatomophysiology and pathology, as well as diagnostic scans and therapeutic possibilities to recognize the clinical terminology of health documents.

c) Analyze various kinds of care episodes to select the corresponding diagnoses and procedures.

d) Define the needs and functions of the documents together with their characteristics of efficiency, quality and confidentiality, to prepare and process the health documentation.

e) Analyze and plan the organization and maintenance of the clinical histories and other documentation to manage the file on conventional and computer support.

f) Relating clinical and non-clinical data to the normative criteria for managing disease classification systems.

g) Cataloging diagnostics and procedures, as well as their own elements and codes, to perform coding processes.

h) Apply statistical tools to exploit and validate databases.

i) Recognize the structure of the CMBD by identifying the utilities and holdings to manage health documentation.

j) Select techniques of psychosocial and communication support to address and target patients and family members.

k) Apply complaints and complaints resolution techniques to improve the quality of care and satisfaction.

l) Apply criteria, processes and procedures for organization and management in the care and non-care areas to perform the administrative tasks.

m) Managing general and specific IT applications for human resource management, provisioning, and project management to run administrative tasks.

n) Analyze and use the resources and learning opportunities related to the scientific, technological and organizational evolution of the sector and information and communication technologies to maintain the spirit of updating and adapting to new work and personal situations.

n) Develop creativity and the spirit of innovation to respond to the challenges that arise in processes and in the organization of work and personal life.

o) Making decisions based on a grounded basis, analyzing the variables involved, integrating knowledge of different scope and accepting the risks and the possibility of error in the same, to face and solve different situations, problems or contingencies.

p) Develop leadership, motivation, monitoring, and communication techniques in group work contexts to facilitate the organization and coordination of work teams.

q) Apply communication strategies and techniques, adapting to the contents that are to be transmitted, to the purpose and characteristics of the receivers, to ensure the effectiveness in the communication processes.

r) Assess situations of prevention of occupational risks, including actions of workplace harassment, sexual harassment and harassment on grounds of sex, and environmental protection, proposing and implementing personal prevention measures and collective, in accordance with applicable regulations in work processes, to ensure safe environments.

s) Identify and propose the necessary professional actions, to respond to universal accessibility and "design for all people".

t) Identify and apply quality parameters in the work and activities carried out in the learning process, to assess the culture of evaluation and quality and to be able to monitor and improve procedures quality management.

u) Use procedures related to entrepreneurial, entrepreneurial and professional-initiative culture to perform the basic management of a small business or undertake a job.

v) Recognize your rights and duties as an active agent in society, taking into account the legal framework that regulates social and working conditions, to participate as a democratic citizen.

Article 10. Professional modules.

1. The professional modules of this training cycle:

(a) They are developed in Annex I to this Royal Decree, complying with the provisions of Article 10 of Royal Decree 1147/2011 of 29 July 2011 establishing the general management of vocational training educational system.

b) These are the following:

1515. Management of patients.

1516. Clinical terminology and pathology.

1517. Extraction of diagnostics and procedures.

1518. Health file and documentation.

1519. Health information and classification systems.

0649. Office automation and information processing.

1520. Health coding.

1521. Psychosocial attention to patient-user.

1522. Validation and exploitation of data.

1523. Health administrative management.

1524. Health documentation and administration project.

1525. Training and employment guidance.

1526. Enterprise and entrepreneurial initiative.

1527. Training in job centres.

2. The educational administrations will establish the corresponding curricula, respecting what is established in this royal decree and in accordance with the provisions of article 8 of the Royal Decree 1147/2011, of July 29, for which the ordination is established general vocational training of the educational system.

Article 11. Spaces and equipment.

1. The spaces necessary for the development of the teachings of this formative cycle are those set out in Annex II of this royal decree.

2. The spaces will have the necessary and sufficient surface to develop the teaching activities that are derived from the learning outcomes of each of the professional modules that are taught in each of the spaces. In addition, they must meet the following conditions:

(a) The area will be established on the basis of the number of people occupying the training space and should enable the development of learning activities with the ergonomics and mobility required within the same.

b) They should cover the spatial need for furniture, equipment and auxiliary work instruments.

c) They must respect the spaces or safety surfaces required by the machines and equipment in operation.

d) Respect the regulations on the prevention of occupational risks, the regulations on safety and health at the workplace and how many other rules are applicable.

3. The established training spaces may be occupied by different groups that heal the same or other formative cycles, or educational stages.

4. The various identified learning spaces should not necessarily be differentiated by closure.

5. The equipment included in each space must be the necessary and sufficient to guarantee to the students the acquisition of the learning outcomes and the quality of the teaching. In addition, they must meet the following conditions:

(a) The equipment (equipment, machines, etc.) shall have the necessary installation for its proper operation, comply with the safety and risk prevention rules and with the other applicable standards.

(b) The quantity and characteristics of the equipment must be based on the number of persons registered and enable the acquisition of the learning outcomes, taking into account the evaluation criteria and the content that are included in each of the professional modules that are delivered in the referenced spaces.

6. The competent authorities shall ensure that the spaces and equipment are adequate in quantity and characteristics for the development of the teaching and learning processes resulting from the learning outcomes of the modules. and thus ensure the quality of these teachings.

Article 12. Teachers.

1. The teaching of the vocational modules which constitute the teaching of this training cycle corresponds to the teaching staff of the Secondary Teaching Body, the Secondary School Teachers 'Corps and the Teachers' Body. Professional Training Technicians, as appropriate, from the specialties set out in Annex III A) to this royal decree.

2. The qualifications required for access to the aforementioned teaching bodies are, in general, those laid down in Article 13 of the Regulation on entry, access and acquisition of new specialties in the teaching bodies referred to in the Organic Law 2/2006 of 3 May of Education, which regulates the transitional admission regime referred to in the transitional provision of the said law, approved by Royal Decree 276/2007 of 23 February.

3. For the teachers of the centres of private ownership or of public ownership of other administrations other than the educational ones, the required qualifications and the necessary requirements, for the delivery of the professional modules The title is included in Annex III C) of the present royal decree. In any case, the lessons to be taught to the qualifications mentioned shall be required to cover the objectives of the professional modules and, if those objectives are not included, in addition to the certification, they must be accredited by means of "certification", a work experience of at least three years in the sector related to the professional family, carrying out productive activities in companies that are implicitly related to learning outcomes.

4. The competent authorities shall ensure that the teachers providing the professional modules comply with the specified requirements and thus ensure the quality of these lessons.

CHAPTER IV

Accesses and links to other studies, and correspondence of professional modules with the competition units

Article 13. Preferences for access to this training cycle in relation to the forms and subjects of baccalaureate courses.

They will be given preference to access this training cycle who have completed the Bachelor of Science and Technology and Baccalaureate of Humanities and Social Sciences.

Article 14. Access and linkage to other studies.

1. The title of Superior Technician in Sanitary Documentation and Administration allows direct access to cure any other higher-grade training cycle, in the conditions of admission that are established.

2. The title of Superior Technician in Sanitary Documentation and Administration allows direct access to the teachings conducive to undergraduate degrees, under the conditions of admission to be established.

3. In order to facilitate the validation regime, in this royal decree, 120 ECTS credits have been allocated among all the professional modules of this training cycle.

Article 15. Validations and exemptions.

1. The convalidations between professional training modules established under the Organic Law 1/1990 of 3 October of General Ordination of the Educational System and the professional modules of the title established in the This royal decree is as set out in Annex IV.

2. Those who have passed the vocational training and guidance module or the professional business module and entrepreneurial initiative in any of the training cycles corresponding to the securities established under the Law Organic 2/2006, of 3 May, of Education, will have validated these modules in any other formative cycle established under the same law.

3. Those who have obtained the accreditation of all the units of competence included in the title, by means of the procedure laid down in Royal Decree 1224/2009 of 17 July of recognition of the professional skills acquired by work experience, may validate the vocational training and guidance module provided that:

-Credit at least one year of work experience.

-Be in possession of the accreditation of the training established for the performance of the basic level functions of the preventive activity, issued in accordance with the provisions of Royal Decree 39/1997, of January 17, by the The Regulation of the Prevention Services is approved.

4. In accordance with Article 39 of Royal Decree 1147/2011 of 29 July 2011, the total or partial exemption of the vocational training module in the workplace may be determined by correspondence with the work experience, provided that an experience related to this training cycle is established in the terms provided for in that Article.

Article 16. Correspondence of professional modules with the units of competence for their accreditation, validation or exemption.

1. The correspondence of the units of competence with the professional modules which form the teaching of the title of Higher Technician in Sanitary Documentation and Administration, for validation or exemption, is determined in Annex V (A) this royal decree.

2. The correspondence of the professional modules which form the teaching of the title of Higher Technician in Documentation and Health Administration with the units of competence, for their accreditation, is determined in Annex V B) of this real decree.

Additional disposition first. Title reference in the European framework.

Once the national qualifications framework has been established, in accordance with the European recommendations, the corresponding level of this qualification will be determined in the national framework and its equivalent in the European framework.

Additional provision second. Distance offering of this Title.

The professional modules that form the teachings of this training cycle can be offered at a distance, provided that it is guaranteed that the students can achieve the learning outcomes of the same, according to the provisions in the present royal decree. To this end, the educational authorities, within the scope of their respective powers, shall take the measures they deem necessary and shall give the precise instructions.

Additional provision third. Equivalent qualifications and links with vocational training.

1. The title of Superior Technician in Sanitary Documentation, established by Royal Decree 543/1995, of April 7, will have the same professional and academic effects as the title of Superior Technician in Sanitary Documentation and Administration established in this royal decree.

2. The training provided in this royal decree in the vocational training and guidance module is capable of carrying out professional responsibilities equivalent to those required by basic level activities in the field of risk prevention. This is the case in the case of the case-law of the Court of Law of 17 January 1997, in which the Regulation of the Prevention Services is adopted, provided that it has at least 45 teaching hours.

Additional provision fourth. Regulation of the exercise of the profession.

1. The title laid down in this royal decree does not constitute a regulation of the exercise of a regulated profession.

2. Similarly, the equivalences of academic qualifications provided for in paragraph 1 of the third provision of this royal decree shall be without prejudice to the provisions which they enable for the exercise of the right to regulated professions.

Additional provision fifth. Equivalences for the purposes of teaching in the selective entry procedures in the Professional Training Technical Teachers ' Corps.

The title of Technical Superior or Specialist Technician is declared equivalent to those required for access to the Technical Teachers ' Body of Vocational Training, when the title has been used as an interim teacher in schools. public in the field of the administrative authority, in the field of teaching to which it intends to access and for a minimum period of two years before 31 August 2007.

Additional provision sixth. Universal accessibility in the teachings of this title.

1. The educational administrations, within their respective competences, will include in the curriculum of this training cycle the elements necessary to ensure that the people who are cured develop the competencies included in the curriculum. in "design for all people".

2. They shall also take the measures they deem necessary to enable this student to access and to pursue that training cycle under the conditions laid down in the final provision of Law 51/2003 of 2 December 2003. equal opportunities, non-discrimination and universal accessibility for people with disabilities.

Additional provision seventh. Enabling qualifications for teaching purposes.

1. For the purposes of Article 12.2 of this royal decree, and in accordance with the provisions of Article 95.1 of the Organic Law, 2/2006, of 3 May, of Education and of the additional tenth fifth of the Organic Law 4/2007, of 12 April, by The amendment of the Organic Law 6/2001, of 21 December, of Universities, exceptionally will be enabled for the purposes of teaching the qualifications listed in Annex III B) of the present royal decree for the various specialties of the teachers.

2. For the purposes of Article 12.3 of this royal decree, and in accordance with the additional tenth fifth of the Organic Law 4/2007 of 12 April, amending the Organic Law 6/2001, of 21 December, of Universities, Exceptionally, the qualifications set out in Annex III (D) of this royal decree shall be provided for the purposes of teaching.

Single transient arrangement. Applicability of other rules.

1. Until the provisions of this royal decree are applied, pursuant to the provisions of its second and third final provisions, the provisions of Royal Decree 543/1995 of 7 April 1995 establishing the title of the Superior Technical Documentation and the corresponding minimum teachings.

2. Also, until the rule governing the management of the Ministry of Education, Culture and Sport, the curriculum corresponding to the title of Higher Technician in Sanitary Documentation and Administration, is applicable, it will be application of the provisions of Royal Decree 555/1995 of 7 April 1995 establishing the curriculum of the higher grade training cycle corresponding to the title of Senior Technical Documentation.

Single repeal provision. Repeal of rules.

1. Royal Decree 543/1995 of 7 April 1995 establishing the title of a higher technician in the field of health documentation and the corresponding minimum teaching and the provisions of the same or lower rank are hereby repealed. in this royal decree.

2. Royal Decree 555/1995, dated 7 April, is hereby repealed, establishing the curriculum of the higher grade training cycle corresponding to the title of Higher Technician in Health Documentation.

Final disposition first. Competence title.

The present royal decree is of a basic standard, under the powers conferred on the State by Article 149.1.1. and 30. of the Constitution. The single transitional provision point 2 is excepted from the basic rule character.

Final disposition second. Implementation of the new curriculum.

Educational Administrations will implement the new curriculum of these teachings in the school year 2015 -2016.

Final disposition third. Entry into force.

This royal decree will enter into force on the day following its publication in the Official Gazette of the State.

Given in Madrid, on September 12, 2014.

FELIPE R.

The Minister of Education, Culture and Sport,

JOSE IGNACIO WERT ORTEGA

ANNEX I

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ANNEX II

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ANNEX III A)

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ANNEX III B)

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ANNEX III C)

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ANNEX III D)

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ANNEX IV

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ANNEX V A)

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ANNEX V B)

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