|Public Health Informatics: Theoretical Foundations, 7,5 points|
|AIM OF THE COURSE|
|Public Health Informatics is outlined both as basis for organizational development within health services, and as a field of scientific study. Central in the course are methodologies and infrastructural foundations for gathering, storing and utilizing data as well as dissemination of knowledge within health service organizations.
On successful completion of the course, the student will be able to
• distinguish between foundational principles in design and empirical sciences
• assess the utility and limitations of information infrastructures and typical databases in health services
• evaluate the merit and scope of different design methodologies in information system development
• assess ethical, and security issues in public health informatics
|The main contents of the course:
• essential concepts and theories within Public Health Informatics
• infrastructure for the management of data and information within health care
• health information access
• dissemination of health information and user-oriented aspects
• design methodologies
The course is given in such a way that both men’s and women’s experiences and knowledge are foregrounded and developed.
| The educational method used is problem-based learning (PBL). PBL emphasises the student’s development of free, self-supporting, lifelong learning ability as an instrument for critical inquiry. The students own queries and the problems formulated form the basis of PBL. What is also important is the student’s ability to take responsibility for his/her own learning, and to seek and evaluate information and knowledge as well as to develop co-operative skills and a flexible attitude to different views and ideas.
The educational methods include lectures, working teams, and seminars, and web based education.
|The course is examined by a written individual examination. Compulsory items include active participation in working teams and seminars, and completed assignments.
Re-examination for a student who has failed to pass an examination may take place on a scheduled re-examination date, which is notified at the beginning of the semester, or at the next available regular examination date.
After failing two examinations students are entitled to support and study guidance from the educational staff.
Students who have failed the course or part of the course twice are entitled to request another examiner for the following examination occasion.
Extent of re-examination
The extent of a re-examination shall be similar to the regular examination
Entries for examinations
Rules for entries for examinations are given in the course information. In addition the "Regulations regarding examinations and examiners" laid down by decision of Linköping University (Dnr LiU 1109/00−40) apply.
|At least three years of full-time undergraduate studies (i.e. at least 180 credits) in a major subject area with relevance for the respective core disciplines/roles; for example Behavioural Science, Dentistry, Dietetics, Medicine, Nursing, Occupational Therapy, Physiotherapy, Psychology, Public Health Science, Social Sciences, Speech Therapy, including an independent exam element which has at least 15 credits, or the corresponding equivalent.
Applicants with a degree from a non-Swedish university must enclose an official examination certificate of at least three years of full-time studies in relevant subjects.
Documented knowledge of English equivalent to ”Engelska B”; i.e. English as native language or an internationally recognized test, e.g. TOEFL (miminum scores: Paperbased 550 + TWE-score 4.0, computerbased 213 and internetbased 79), IELTS, academic (minimum score: Overall band 6.0 and no band under 5.0), or equivalent.
|The course is graded on the following scale: Pass; Fail.|
|Course certificate is issued by the Faculty Board on request.|
|The course literature is decided upon by the department in question.|
|The planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees will the syllabus.
The course is carried out in such a way that both men’s and women’s experience and knowledge is made visible and developed.