92664 Contemporary Approaches 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 2025 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 96335 Contemporary Approaches to Digital Health

Description

Digital technology and health interventions offer great opportunity to improve clinical outcomes and address current healthcare challenges. An appreciation of the complex socio-technical challenges associated with the adoption and use of digital health interventions enables health professionals to successful integrate these technologies into practice.

The introduction of digital technology into existing practice also carries with it some risks. Those working in the health care sector, particularly those in management and leadership roles require a robust understanding of the potential benefits and opportunities that digital health interventions can provide and a keen awareness of the new risks that might be associated with their introduction into practice.

In this subject students explore the range of digital health interventions currently being implemented or developed on a global basis to improve the quality and efficiency of health care systems. Students examine the foundational tenets for the introduction of digital health technologies and gain and understanding of where consensus on benefits and risk currently lies. The differences between data and knowledge is examined in the context of understanding how digital health technologies can assist in the advancement of patient safety and service improvement. Practical examples of digital health technology introduction around the world in a range of contexts are explored to understand the complex socio-technical requirements that support successful implementation. Students also explore the potential and emerging understanding of the risks associated with the use of digital health technology and the importance of data strategy to optimise intended outcomes.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

A.	Discover how ePortfolio based learning can contribute to personal and continuing professional development by evidencing employability skills and graduate attributes.
B.	Explain why data standardisation and data exchange are fundamental components of a digital health environment.
C.	Formulate effective responses to current and future privacy, confidentiality, security and data integrity issues facing health professionals.
D.	Deconstruct the current and future local, national and international digital health innovations that have the potential to empower and engage consumers, improve health outcomes and reduce the cost of health services.
E.	Predict how healthcare analytics can improve effectiveness and efficiency, enhance sustainability, mitigate risk and demonstrate value for individuals and populations receiving health services.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

Engage in and translate ongoing personal and professional development through inquiry, critical thinking and reflective practice. (1.1)
Demonstrate ability to apply socially responsible and ethical practice in health and social care. (3.1)

Contribution to the development of graduate attributes

This subject will address the Health Services Management CILOs:
1. Is a reflective critical thinker who influences practice, policy and research to achieve clinical excellence and transform healthcare services (Critical Thinking)

Critique, interpret and synthesise data and research findings to develop safe, effective and creative evidence-based solutions to healthcare challenges
Propose relevant problem solving and human factors theories to the analysis and research of common and complex issues inherent in the management and evaluation of healthcare services

2. Is an effective, collaborative and responsive leader who considers healthcare in a global context (Leadership)

Justify and demonstrate appropriate leadership styles and skills necessary to effectively manage, evaluate and innovate healthcare services utilising contemporary local, national and international perspectives
Develop and contribute to research and quality improvement activities in order to maintain currency, influence healthcare practice and policy and expand the discipline’s body of knowledge and skills

3. Is socially, culturally and ethically accountable when engaging with individuals, families, interdisciplinary teams, communities, organisations and jurisdictions (Accountability)

Create and lead social and ethical accountability to ensure efficient use of resources and equity of access to optimal and safe healthcare

4. Communicates effectively and appropriately in challenging, complex, and diverse situations (Communication)

Illustrate effectiveness and sensitivity when communicating with diverse populations to enable positive and sustainable change in healthcare practice, policy and research
Distinguish between modes of communication necessary to optimise outcomes across differing audiences, purposes and contexts within healthcare practice

Teaching and learning strategies

Teaching and learning strategies
This subject is designed to assist students understand the breadth of digital transformation occurring in the global and Australian healthcare systems. Importantly the subject will focus on how digital health intervention can impact of patient safety and healthcare quality initiatives. It is anticipated that the knowledge and skills gained in this subject will allow the graduate to effectively integrate digital health interventions into practice and service improvement initiatives.

Online learning activities
Students will be guided in accessing and utilising online learning resources including podcasts, videos, professional and grey literature and other activities. Engaging with online resources and completing online activities enables students to clarify complex and new concepts and terminology at their own pace. Online activities are then discussed in tutorials and discussion board activities. to share learning, experiences and reflections.

Case studies and stories from practice
Case studies and stories from practice depict available technologies and implementation histories locally, nationally and internationally. Students use these scenarios to learn concepts, appreciate how selected digital health interactions have been embedded in practice, apply these technologies to their own clinical specialty or area of the health sector, and interpret the value of the technologies to health service efficiency and effectiveness and patient-centred healthcare. Critical thinking is developed through analysis, interpretation and application of existing evidence and application of data and knowledge management principles.

Assessment range
Students will be exposed to a variety of assessment modes, including quizzes, evaluation of a data collection and data exchange process and design of a digital health intervention and data analysis project. Feedback will be provided on assessments to ensure students can identify areas for development and areas of sufficient expertise or knowledge.

Students are encouraged to use contemporary educational technology.

Continual feedback will be provided via:

Peer communication, individual and lecturing staff contributions to online discussions, where a range of topics are controversial and will lead to debate:
Progressive assessment tasks, worth 15%, 20%, 25%, and 40%.

Assessment

Assessment task 1: Online assessment of theoretical principles

Intent:	The intent of this assessment is to provide students with regular low-stakes activities that address the major theoretical constructs within the subject. The assessment will encourage the students to undertake online activities and required readings to ensure they understand the concepts that need to be applied in the subsequent assessment activities.
Objective(s):	This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): .1, .1, .1, 1.1 and 3.1
Type:	Quiz/test
Groupwork:	Individual
Weight:	15%
Length:	The quizzes will be completed within 30 minutes each.
Criteria:	Quiz answers will be marked as either correct or incorrect

Assessment task 2: Evaluation of a clinical digital health intervention/system

Intent:	This assessment will provide students with an opportunity to evaluate an existing digital health intervention that incorporates a clinical data process that they are familiar with in their own workplace using accepted classifications and standards. The activity will allow students to critically analyse the digital health intervention and its data collection and management processes to assess the value of the data, the effectiveness of the articulation with workflow and the impact on improving patient safety, efficiency or cost. The assessment should include recommendations for how the system could be improved to achieve improved outcomes. Students will be required to articulate the issues identified and to present their recommendations to the group at a workshop.If a student is not currently working in an area where they can access a digital health intervention, they need to discuss this with the co-ordinator and gain approval for an alternate intervention.
Objective(s):	This assessment task addresses subject learning objective(s): B This assessment task contributes to the development of graduate attribute(s): .1, .1 and 1.1
Type:	Case study
Groupwork:	Individual
Weight:	20%
Length:	12 slides and 20 minutes
Criteria:	20% deconstructs the clinical and data management workflow, including evaluation of the integration of data collection and data exchange 50% Judges the existence of data stewardship within the clinical data management process, evaluates integration with clinical workflow, and discriminates between privacy, confidentiality, security and data integrity issues. 15% Clearly articulates findings of the analysis in the presentation 15% Validates perspectives through correct interpretation and explicit linkage of current and relevant literature (> year 2008)

Assessment task 3: Using data to improve quality or safety

Intent:	The intent of this assessment is to assist students to appreciate the importance of data to quality and safety improvement activities and knowledge construction in heatlhcare. The activity requires that students identify an area drawn from the practice where there is an opportunity for improvement and design an intervention including the collection of a range of data elements. This should be the digital health intervention evaluated in Assessment 2. This will provide students with the opportunity to explore relationships in data; link data collection and data analysis in relation to policy debates around privacy, confidentiality, security and integrity, and examine how to use data to measure the impact of improvement interventions. Students will appreciate the issues involved in the collection, storage and use of data to improve quality and be required to demonstrate an understanding of how meaningful knowledge can be derived from the scientific use of data. These skills are necessary when collaborating with healthcare colleagues, health informaticians, digital health intervention vendors and management.
Objective(s):	This assessment task addresses subject learning objective(s): C and D This assessment task contributes to the development of graduate attribute(s): .1, .1, .1, 1.1 and 3.1
Type:	Presentation
Groupwork:	Individual
Weight:	25%
Length:	12 slides and 20 minutes
Criteria:	10% Describes the improvement opportunity and the digital intervention 20% Explains the data element collection methodology clearly and comprehensively 20% Designs a clear and logical data analysis strategy that is logically sequenced and structured 10% Considers data quality and accuracy challenges inherent in data collection 10% Defends the identified data baselines and trends 20% Validates perspectives through correct interpretation and explicit linkage of relevant and current literature (> year 2009) to data analysis 10% Produces correct grammar, selling, formatting, style (presentation) and referencing.

Assessment task 4: Digital health innovation proposal

Intent:	The intent of this assessment is to facilitate innovative thinking so that students can link the value of digital health interventions to current issues and challenges in their clinical specialty or area of the health care sector. Students should draw together previous work examining data and integration issues to design a proposed optimisation to an existing digital health intervention. In particular students will be required to consider adaptive changes required when introducing changes to digital health technologies in the workplace and be able to develop strategies to address these.
Objective(s):	This assessment task addresses subject learning objective(s): C and E This assessment task contributes to the development of graduate attribute(s): .1, .1 and 1.1
Type:	Report
Groupwork:	Individual
Weight:	40%
Length:	2500 words
Criteria:	10% describes the need for optimisation of a digital health innovation 30% Clearly explains the proposed digital health innovation to address the identified need for system optimisation 20% Considers data quality, privacy and confidentiality issues associated with the proposed optimisation 20% critically evaluates the adaptive change requirements associated with the proposed optimisation 10% validates perspectives through correct interpretation and explicit linkages of current and relevant literature (> year 2009) to proposed intervention 10% produces correct grammar, spelling, formatting, style (report) and referencing

Recommended texts

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

References

Links to references and electronic resources will be made available 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) and UTSOnline at: https://online.uts.edu.au/webapps/login/ or Canvas at: https://canvas.uts.edu.au/.

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. 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.

The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.

The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.