Postgraduate Course: Designing Health & Social Care Services with Impact (HEIN11072)
Course Outline
| 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 | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | The course introduces the fundamental elements of user centred design and person centred service delivery for digital technologies in health and social care. The course will be using a range of practice-based scenarios that are grounded in theory and relevant Scottish and global literature. It will include critical evaluation of case studies, relevant to digital innovation in health and social care, focusing on impact. |
| Course description |
Academic description
Successful implementation and scale of digital innovations aimed at health and social care depends on successful navigation of: infrastructure, design, workforce capacity for digital innovation, financing, regulatory and management environments and sustainability. This course highlights the importance of effective design of digital innovations for a sustained impact within health and social care systems.
Outline Content
This course introduces the context of impact within health and social care systems. It explores successful and best practice in digital design that has worked successfully, drawing on examples from the health, social and care services in Scotland. In later weeks, the course will focus on case studies in digital innovation from around the world. Students will use these case studies to learn how to make complex decisions based on their context, and learn what is needed to manage and appraise design of digital innovation for impact in these settings.
Student Learning Experience
Students will learn from experts who work in implementing and scaling digital solutions in Scotland and around the world. The course is delivered online and is divided into five sessions, each lasting a week. Teaching sessions will be composed of written materials and video presentations, accompanied by guided reading in the form of links to journal articles.
Discussion of the content and reading materials will be posted to an online forum, along with students' answers to the problem-based learning questions. Course tutors will moderate discussion boards. Students will be graded on discussion board postings. Students will further evidence their learning by writing an assessment of an existing digital tool used within their practice from the health and social care sector by the end of the course.
Formative peer and teacher-led feedback will be given throughout the course through the discussion boards, and summative assessment feedback will be provided at the end of the course.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate and apply a critical understanding of design principles and the challenges in implementing digital health solutions for impact in health and social care.
- Apply problem-solving skills to present potential solutions to design challenges for digital health innovations
- Develop plans for identifying users' needs, which acknowledge multiple stakeholders and apply appropriate methodologies and relevant literature to design effective systems
|
Reading List
Recommended readings:
Rodriguez, J.A., Shachar, C. and Bates, D.W., 2022. Digital inclusion as health care supporting health care equity with digital-infrastructure initiatives. New England Journal of Medicine, 386(12), pp.1101-1103.
Papoutsi, C., Wherton, J., Shaw, S., Morrison, C. and Greenhalgh, T., 2021. Putting the social back into sociotechnical:
Case studies of co-design in digital health. Journal of the American Medical Informatics Association, 28(2), pp.284-293.
https://digital.nhs.uk/about-nhs-digital/our-work/digital-inclusion
http://prescribedesign.com/portfolio/participatory-design-in-healthcare/
Hallsworth, M., Snijders, V., Burd, H., Prestt, J., Judah, G., Huf, S. and Halpern, D., 2016. Applying behavioral insights: simple ways to improve health outcomes. World Innovation Summit for Health, Doha, Qatar, 29-30 November |
Additional Information
| Graduate Attributes and Skills |
1. Mindsets:
Enquiry and lifelong learning
Students on this course will be encouraged to seek out ways to develop their expertise in evaluation and appreciation for design f digital solutions for rural populations. They will also be encouraged to strive for
excellence in their professional practice and to use established and developed approaches to resolve design/implementation 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 they wish to develop and grow. Students will also be encouraged to understand their responsibility within and contribute positively, ethically and respectfully to digital design.
Outlook and engagement
Students will be expected to take responsibility for their learning.
Students will be asked to use 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.
2. Skills:
Research and enquiry
Students will use self-reflection to seek out learning opportunities.
Students will also use the newly acquired knowledge and critical assessment to identify and creatively tackle problems and assimilate the findings of case studies and peer knowledge in their arguments,
discussions and assessments.
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 selfdirected learning, discussion boards and collaborative activities to critically evaluate concepts, evidence and experiences of peers and superiors from an open-minded and reasoned perspective.
Personal effectiveness
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.
Communication
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 | Digital innovation,Impact,innovation at scale,user-centred design,human centred design |
Contacts
| Course organiser | Mr Jay Evans
Tel:
Email: v1jevan6@exseed.ed.ac.uk |
Course secretary | Mr Matthew Newlands
Tel:
Email: Matt.Newlands@ed.ac.uk |
|
|
University Homepage