Semester 1 - Online
Semester 2 - Online
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Information and communication technology is an important factor in quality, safety, access and efficiency in healthcare. This subject provides an overview of digital health and the influence of ICTs in clinical care, as well as in clinical research, population health and healthcare system planning.
Digital health current approaches and future directions are explored from the perspectives of health and biomedical sciences, information science and technology, management sciences, and behavioural and social sciences- that is, within major health informatics competency frameworks such as the Certified Health Informatician Australasia (www.healthinformaticscertification.com) and the American Medical Informatics Association (http://www.cahiim.org/hi/curriculumrequirements.html ).
In addition to providing a clinically-oriented introductory subject in the University’s Graduate Certificate in Health Informatics and Digital Health, it is also suitable for single subject enrolment by practising clinicians or postgraduate students in any clinical health profession.
Intended learning outcomes
On completion of this subject the student is expected to:
- Critically analyse approaches to digital health and their impacts on healthcare in Australia and internationally.
- Apply established health informatics concepts and methods to review applications of health information technology in their clinical field.
- Demonstrate understanding of socio-technical problems and solutions associated with health information systems in their clinical field.
- Assess individual and organisational development needs to build capability in their clinical field, with reference to recognised informatics competency frameworks.
On completion of this subject, students should have developed the following generic skills:
- Self-directed learning within a shared group timetable
- Online information-sharing, reporting and discussion
- Staged planning and presentation of a literature review
- Contributing to the creation of an interprofessional learning environment
Last updated: 6 December 2019