2021/2022 KAN-CIHCO2001U Foundations of Health Care IT
English Title | |
Foundations of Health Care IT |
Course information |
|
Language | English |
Course ECTS | 7.5 ECTS |
Type | Mandatory (also offered as elective) |
Level | Full Degree Master |
Duration | One Semester |
Start time of the course | Spring |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Max. participants | 60 |
Study board |
Study Board for MSc in Business Administration and Innovation
in Health Care
|
Course coordinator | |
|
|
Main academic disciplines | |
|
|
Teaching methods | |
|
|
Last updated on 27-01-2021 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||
|
||||||||||||||||||||||||
Course prerequisites | ||||||||||||||||||||||||
This is a mandatory course for the MSc in
Business Administration and Innovation in Health Care.
To sign up send a 1-page motivational letter and a grade transcript to ily.stu@cbs.dk before the registration deadline for elective courses. You may find the registration deadlines on my.cbs.dk ( https://studentcbs.sharepoint.com/graduate/pages/registration-for-electives.aspx) Please also remember to sign up through the online registration. |
||||||||||||||||||||||||
Examination | ||||||||||||||||||||||||
|
||||||||||||||||||||||||
Course content, structure and pedagogical approach | ||||||||||||||||||||||||
Today, in the context of technology intensive business environments and service-oriented infrastructures, digital innovation has become a key source of sustainable growth and competitive advantage. Yet, the health care sector has remained a domain with a relatively low degree of digitization, which in turn presents a great unrealized potential to harness information technology to help achieving the health care delivery goals that have become a priority for health care providers and governments across the globe: lower costs, higher quality, and increased patient access to health care services.
This course lays the foundations for discussing the potentials and challenges of implementing information technology in the healthcare field. Towards this aim, the course is divided into three sections:
In the first section, we lay methodological foundations for the design, development, management, and use of digital technologies in general. This includes a review of classic systems development methodologies up to more recent approaches and the notion of design thinking. Hence, this part primarily aims to provide the participants with necessary tools to analyze requirements, design mockup solutions, and guide technical implementation projects – without having to be technical experts themselves.
The second section focuses on the application of information technology to the health care sector. We introduce essential types of information systems such as electronic health records, personal health records, health information exchanges, and health information infrastructures. We will also discuss how such information systems can be designed, implemented, and used in a health care context. This section also addresses the potential and challenges of implementing information technology in the health care industry relative to managerial, strategic, organizational, and privacy issues.
In the third section, we tackle the issue of how digital technologies can provide the basis for innovation. Here the focus is on digital innovation at the consumer-end such as mobile and digital health platforms. We will discuss implications for digital business models and marketing in the online space. Finally, this section also includes a discussion of the pertinent privacy and security regulations and safeguards for digital health solutions.
The course concludes with a summary and wrap-up, in which the students pitch the case they investigate for their synopsis paper.
|
||||||||||||||||||||||||
Description of the teaching methods | ||||||||||||||||||||||||
The course combines traditional classroom teaching with exercises, case discussion, student presentations, group projects, and supervision. In addition, guest speakers will share their expertise about the theories discussed in class, as applicable. | ||||||||||||||||||||||||
Feedback during the teaching period | ||||||||||||||||||||||||
Feedback will be given
- in class, e.g. after discussion and group work modes - in the form of peer-feedback when working in pairs - on request during the office hours of the instructor - at the oral exam |
||||||||||||||||||||||||
Student workload | ||||||||||||||||||||||||
|
||||||||||||||||||||||||
Expected literature | ||||||||||||||||||||||||
Textbook: Hersh, W. R.; Hoyt, R. E. (2018). Health Informatics: Practical Guide Seventh Edition Informatics Education.com / lulu.com. (ISBN-10: 1387642413, ISBN-13: 978-1387642410). |