Postgraduate Course: User-driven service design in health and social care (HEIN11046)
|School||Deanery of Molecular, Genetic and Population Health Sciences
||College||College of Medicine and Veterinary Medicine
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||User 'driven' or 'centred' design is a development approach that focuses on methods and processes to develop products, applications and services which involve the user from the start. A comprehensive user-driven strategy includes customer research, user-driven design, prototyping, usability testing and evaluation. This course introduces service user-driven design; a particular focus will be placed on combining theoretical concepts and policy around user-driven design with practical approaches used widely in the service sector industry and health, social service settings. You will demonstrate an awareness of this knowledge and become confident in the role, opportunities and challenges, and value of service user-driven design within health, care, and social services.
The importance of applying design approaches in health, social and care services is increasingly accepted with growing recognition of the need for health, social and care service sectors to embed user-centred and design thinking approaches. Health, social, and care service design is a relatively emerging interdisciplinary research area bringing together fields such as design, health, social and care services, service management, computing, engineering, ergonomics, physiotherapy, occupational therapy and social research. This course highlights the importance of user-driven design in value creation, driving innovation and improvement in health, social and care service delivery and planning and delivering service user care and support.
This course will introduce user design and value creation within the health and social care ecosystems. In later weeks, developing an understanding of user needs and service design and development will be covered. Finally, the course will focus on the implementation and deployment of user services.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2021/22, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 5,
Seminar/Tutorial Hours 1,
Online Activities 35,
Feedback/Feedforward Hours 5,
Formative Assessment Hours 5,
Revision Session Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
||Feedback is information provided to the students about their learning relative to learning outcomes. Feedback is also important to identify areas for improvement; for example, course feedback surveys will be an integral component of course development. The two main types of feedback are formative and summative. Formative feedback involves feedback given during an assessment, while summative feedback is provided after an assessment has been completed.
Formative feedback will be provided throughout the course, for example, during live question and answer sessions, quizzes, and on discussion boards. A formative task will also be offered before the student submitting their summative assessed course work. All assignments will be marked, and feedback is provided within fifteen working days (where possible).
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of user-driven design principles and processes and their theoretical concepts in health, social and care service ecosystems.
- Evaluate and apply the different types of user-driven methods and techniques for identifying, and collecting and integrating digital, analogue and qualitative data information to improve health, social and care services.
- Investigate and evaluate the conceptual design challenges and opportunities of new and emerging technologies and interaction paradigms in health, social and care services and their interaction with analogue data.
|Graduate Attributes and Skills
Enquiry and lifelong learning
Students on this course will be encouraged to seek out ways to develop their expertise in leadership and change management. They will also be encouraged to strive for excellence in their professional practice and to use established and developed approaches to resolve statistical issues as they arise in health and social care systems.
Aspiration and personal development
Students will be encouraged to draw on the quality, depth and breadth of their experiences to expand their potential and identify areas in which they wish to develop and grow. Students will also be encouraged to understand their responsibility within, and contribute positively, ethically and respectfully to the health and social care community, while acknowledging that different students and community members will have other priorities and goals.
Outlook and engagement
Students will be expected to take responsibility for their learning. Students will be asked to use on their initiative and experience, often explicitly relating to their professional, educational, geographical or cultural context to engage with and enhance the learning of students from the diverse communities on the programme. Students will also be asked to reflect on the experience of their peers and identify opportunities to enhance their learning.
Personal and intellectual autonomy
Students will be encouraged to use their personal and intellectual autonomy to critically evaluate learning materials and exercises. Students will be supported through their active participation in self-directed learning, discussion boards and collaborative activities to critically evaluate concepts, evidence and experiences of peers and superiors from an open-minded and reasoned perspective.
Students will need to be effective and proactive learners that can articulate what they have learned, and have an awareness of their strengths and limitations, and a commitment to learning and reflection to complete this course successfully.
Effective data scientists' practitioners in the health and social care sector require excellent oral and written communication, presentation and interpersonal skills. The structure of the interactive (problem-based learning examples, discussion boards and collaborative activities) and assessment elements incorporate constant reinforcement and development of these skills.
|Keywords||User-driven design,health care,social services,care services
|Course organiser||Dr Mairead Bermingham
|Course secretary||Miss Magdalena Mazurczak