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92490 Introduction to Digital Health

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2019 is available in the Archives.

UTS: Health
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

Most industrialised countries have been striving for major health reform in the last two decades, with the introduction of technology into the health environment being considered as a means to deliver safer clinical care, improve the patient journey, achieve better health outcomes, and result in significant savings from efficiency gains. Australia's health sector has commenced on a path towards an electronic networked system across all settings. While the Australian general practice environment has computerised rapidly, the introduction of health information technology into the hospital setting has been slower due to complexity, scale, funding and boundary restrictions. This subject exposes students to the mosaic of digital health uptake within Australia, including strategic planning from a national, state and local level. Current and future deployment options for both general practice and hospital facilities, and the models of care that interact with technology capabilities of digital health are considered. Finally, the digital maturity of the health ecosystem is explored, as well as how digital transformation improves connectivity and flow of patient information.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Categorise and analyse the drivers behind digital health in the current health environment [Analy]
B. Discriminate between the concepts of eHealth, telehealth and mHealth [Analy]
C. Examine applications of digital health from a clinical, education and research perspective [Analy]
D. Analyse the transformational nature of digital health within the healthcare environment [Analy]
E. Discuss the involvement of government and professional organisations in assisting to improve patient safety and support quality initiatives using digital health initiatives [Synth]

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Demonstrate adaptable and novel thinking within changing environments to maximise outcomes for a range of individuals, communities and stakeholders (2.1)
  • Utilise enquiry-based learning to develop innovative approaches to complex issues (2.2)
  • Manage and adapt to the environment to maximise integration of care and outcomes for a range of individuals, communities and stakeholders (2.3)
  • Consider and develop the health literacy of varied population groups and articulate the impact this has on effective communication and healthcare delivery (3.2)
  • Identify appropriate information resources and apply effective and creative solutions for the improvement of individuals and communities (5.1)

Contribution to the development of graduate attributes

This subject also contributes specifically to the following graduate attributes:

2. Adaptability: Demonstrate creative and adaptive thinking within a changeable social, political and technological environment

  • 2.1 Demonstrate adaptable and novel thinking within changing environments to maximise outcomes for a range of individuals, communities and stakeholders
  • 2.2 Utilise enquiry based learning to develop innovative approaches to complex issues
  • 2. 3 Manage and adapt to the environment to maximise integration of care and outcomes for a range of individuals, communities and stakeholders

3. Communication, collaboration and leadership: Use an assets -based approach to engender effective communication, collaboration and leadership

  • 3.2 Consider and develop the health literacy of varied population groups and articulate the impact this has on effective communication and health care delivery

5. Critical thinking and practice: Translate research and evaluation into social and professional practice through critical thinking and knowledge integration

  • 5.1 Identify appropriate information resources and apply effective and creative solutions for the improvement of individuals and communities

Teaching and learning strategies

This subject is designed to assist students understand the breadth of digital transformation occurring in the Australian healthcare system, as well as how this technology influences patient safety and quality initiatives. It is anticipated that the knowledge and skills gained in this subject will allow the graduate to interact with digital health technology correctly and appreciate the concepts that underpin their construction.

Pre-lecture and Pre-tutorial learning
Students access online learning resources such as podcasts, videos and literature prior to attending face-to-face on-campus lectures and tutorials to improve their confidence in approaching the proposed content, afford them time to construct questions, and facilitate discussion in class, resulting in shared learning, experiences and reflections. The specific activities will be detailed in this subject outline and all resources will be located on UTSOnline.

Blend of online and face-to-face strategies
This subject benefits from both the real time delivery of content and access to resources via UTSOnline, including podcasts, videos and learning resources. Students attend a weekly 1-hour lecture and 2-hour tutorial. The weekly on-campus attendance provides a variety of models and theories for each content area, followed by class discussion on which models are best suited to likely situations in the health service environment. A number of industry representatives provide their experience in using digital health technologies for a variety of healthcare consumers, and reiterate lessons learnt in building a connected digital health environment.

Case based scenarios and collaboration
Contemporary Australian and international cases are used to help students explore the approaches to digital health. Real cases depict situations related to the digitisation of the healthcare environment, the expanding variety of digital technologies available to the consumer, the changing approach to consumers actively participating in their own healthcare journeys, as well as the response of healthcare clinicians to this new paradigm. Students will collaborate and use these scenarios to learn concepts and interpret existing processes and procedures related to digital health within the healthcare environment. Self, peer and teacher feedback is provided during the tutorials to develop students’ judgement.

Assessment range
Students will be exposed to a variety of assessment modes, including quizzes, a debate, and a presentation. Feedback will be provided on assessments to ensure students can identify areas for development and areas of sufficient expertise. Students are encouraged to use contemporary educational technology.

Early low-stakes feedback will be provided via two methods:

  • during tutorial sessions, where students discuss material raised in the lecture, and ask questions of their peers and lecturing staff;
  • results for the first two (2) quizzes (Assessment Item 1) will be received prior to the census date.

Continual feedback will be provided via four methods:

  • peer communication, individual and lecturing staff contributions to the tutorial discussions, where a range of topics are controversial and will lead to debate;
  • progressive assessment tasks, worth 30%, 40% and 30%.

Content (topics)

  • Digital Health
  • Patient Administration Systems
  • Primary Health Care Digital Initiatives
  • Community Health Digital Initiatives
  • Hospital Setting Digitisation
  • Emerging Technologies in Digital Health
  • Education and Research in Digital Health

Assessment

Assessment task 1: Multiple Choice Quizzes

Intent:

These quizzes are designed to assess students understanding of the content delivered in the lectures and tutorials.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C and D

This assessment task contributes to the development of graduate attribute(s):

2.1, 2.2, 2.3, 3.2 and 5.1

Type: Quiz/test
Groupwork: Individual
Weight: 30%
Length:

5 online quizzes throughout the session – each of no more than 15 minutes’ duration.

Criteria:
  • 50% Examines the structural and functional components of digital health initiatives [Analy]
  • 50% Analyses current trends and contemporary approaches to digital health [Analy]

Assessment task 2: Debate addressing digital health challenges

Intent:

This assessment is designed to provide the students with an opportunity to convince those working in the health industry of the advantages and disadvantages of digital initiatives currently being deployed. There are several challenges inherent in digitising the health sector, and students need to be able to understand all points of view. By participating in a debate, students will be able to succinctly support either the affirmative or negative view, and will be cognisant of the need to listen to all viewpoints prior to deploying a digital application into the clinical workflow.

Objective(s):

This assessment task addresses subject learning objective(s):

B, C and D

This assessment task contributes to the development of graduate attribute(s):

2.1, 2.2, 2.3, 3.2 and 5.1

Type: Case study
Groupwork: Individual
Weight: 40%
Length:

A 36-minute debate, comprising 6 students (3 students in each team). Each student will present for 5 minutes, in addition to a 3-minute rebuttal by the captain of each team.

Criteria:
  • 30% Arranges clearly and logically the viewpoints relevant to the statement and demonstrating understanding of the topic [Analy]
  • 30% Proposes valid information to support arguments, including effective rebuttal response [Synth]
  • 20% Validates arguments with relevant examples and facts from the literature [Eval]
  • 20% Convinces the audience of the argument strengths through presentation style (tone of voice, use of gestures, respect for opposing team, level of enthusiasm) [Eval]

Assessment task 3: International Perspectives on Digital Health

Intent:

This assessment requires students to consider the efforts, issues, and challenges inherent in countries deploying digital innovation. It reinforces that while digitisation is desirable in all countries, it is often complex, lengthy and labour-intensive to deploy. The assessment fosters student understanding of how each country prioritises what it believes to be the most important initiative in the digital journey, and how it selects appropriate funding models to achieve this goal.

Objective(s):

This assessment task addresses subject learning objective(s):

E

This assessment task contributes to the development of graduate attribute(s):

3.2 and 5.1

Type: Presentation
Groupwork: Group, group assessed
Weight: 30%
Length:

A 12-minute presentation (10 minutes of content, 2 minutes for questions).

Criteria:
  • 40% Integrates a well-researched approach to the content throughout the presentation (holds audience attention, demonstrates depth of knowledge and evidence of relevant and contemporary literature to support key statements, utilises appropriate language and terminology in relation to digital health) [Synth]
  • 30% Constructs a well-organised presentation of the country’s health digitisation (clear and relevant ideas developed in a logical sequence, engaging introduction, body and conclusion, coordinated and seamless group effort as opposed to individual contributions ‘cobbled’ together, evidence of planned and rehearsed individual contribution, remains within timeframe) [Synth]
  • 20% Convinces audience of the importance of information through visual aides and oral presentation skills (visual aides – general appearance, text size, appropriate wording, white space, appealing and complete graphics; oral presentation skills – volume, rate and intonation of speech, body language, enthusiasm for the topic) [Eval]
  • 10% Values questions about the country’s digitisation by actively seeking questions and responding professionally to questions [Eval]

Recommended texts

Thre is no prescribed text for this subject. Links to references and electronic resources will be made available on UTSOnline.

References

Links to references and additional resources are provided on UTSOnline.

Other resources

UTS Student Centre
Building 10

Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts

For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733

Please see www.uts.edu.au for additional information on other resources provided to students by UTS.