HIVA02001U The conrtibution of information science to evidence: an introduction to medical informatics
Volume 2014/2015
Education
International
Master
Content
The course is designed to
introduce the students to the interdisciplinarities in medical
informatics. Medical Informatics is a developing field, that has
the primary aim to improve information and EDB technologies in the
improvement of all aspects of health services, such as patient
care, research and education.
During the course we will introduce central issues in the medical domain that have to be investigated to understand the role of medical informatics, including (but not limited to):
the nature of bo-medical publishing, including publishing/communication channels and types of publications; Information seeking and medical databases; teh concept of evidence, including systematic reviews, guidelines and medical ethics; e-health and how information technologies support clinical decision making, user and information needs.
This course examplifies the contribution of information science to evidence in the medical domain. The students are however encouraged to use the methods and theories taught during the course to study how information science contributes to evidence in other domains, e.g. the Humanities.
During the course we will introduce central issues in the medical domain that have to be investigated to understand the role of medical informatics, including (but not limited to):
the nature of bo-medical publishing, including publishing/communication channels and types of publications; Information seeking and medical databases; teh concept of evidence, including systematic reviews, guidelines and medical ethics; e-health and how information technologies support clinical decision making, user and information needs.
This course examplifies the contribution of information science to evidence in the medical domain. The students are however encouraged to use the methods and theories taught during the course to study how information science contributes to evidence in other domains, e.g. the Humanities.
Learning Outcome
The objective of the module is
to provide the student with
knowledge and understanding of:
A specific subject within library and information science.
- Relevant theories and methods related to the module's theme.
skills in:
Identifying and outlining academic issues within library and information science and make these the object of independent analysis.
Reflecting critically on theoretical and methodological choices in relation to an academic issue.
- Expanding on and putting a chosen subject field within library and information science into perspective.
competences in:
Applying relevant theories and methods to a subject within library and information science.
- Communicating a scientifically studied issue.
Literature
Examples of literature that will be used in the
course:
Bjørn, P., and Hertzum, M. (2011). Artefactual multiplicity: A study of emergency-department whiteboards. Computer Supported Cooperative Work, 20(1&2), 93-121
Higgins, J.P.T., & Green, S. (Eds). (2009). The Cochrane handbook for systematic reviews of interventions, version 5.0.2. London : The Cochrane Collaboration. Retrieved 2009-10-22 from: http://www.cochrane-handbook.org/
Hjørland, B. (2011). Evidence based practice. An analysis based on the philosophy of science. Journal of the American Society for Information Science and Technology, 62(7), 1301–1310.
Hughes, B, Wareham, J. Joshi, I. (2010). Doctors' online information needs, cognitive search strategies, and judgments of information quality and cognitive authority: How predictive judgments introduce bias into cognitive search models. Journal of the American Society for Information Science and Technology. 61(3):433-452.
Bjørn, P., and Hertzum, M. (2011). Artefactual multiplicity: A study of emergency-department whiteboards. Computer Supported Cooperative Work, 20(1&2), 93-121
Higgins, J.P.T., & Green, S. (Eds). (2009). The Cochrane handbook for systematic reviews of interventions, version 5.0.2. London : The Cochrane Collaboration. Retrieved 2009-10-22 from: http://www.cochrane-handbook.org/
Hjørland, B. (2011). Evidence based practice. An analysis based on the philosophy of science. Journal of the American Society for Information Science and Technology, 62(7), 1301–1310.
Hughes, B, Wareham, J. Joshi, I. (2010). Doctors' online information needs, cognitive search strategies, and judgments of information quality and cognitive authority: How predictive judgments introduce bias into cognitive search models. Journal of the American Society for Information Science and Technology. 61(3):433-452.
Teaching and learning methods
'Lectures, group work,
discussions, and student presentations'
Workload
- Category
- Hours
- Class Instruction
- 45
- Exam
- 30
- Preparation
- 335,8
- Total
- 410,8
Sign up
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Exam
- Credit
- 15 ECTS
- Type of assessment
- Course participation under invigilationActive participation implies presence in min. 80 % of the lectures and fulfillment of the requirements for the course in form of presentations and papers during the course
- Marking scale
- passed/not passed
- Censorship form
- No external censorship
- Re-exam
- Written take-home assignment, defined subject, February 2015.
Internal exam with multiple examiners, the 7-point grading scale
Course information
- Language
- English
- Course code
- HIVA02001U
- Credit
- 15 ECTS
- Level
- Full Degree MasterFull Degree Master choice
- Duration
- 1 semester
- Placement
- Autumn
- Schedule
- Se skema
- Course capacity
- 1 hold á 25 deltagere
- Continuing and further education
- Study board
- Royal School of Library and Information Science
Contracting department
- Royal School of Library and Information Science
Course responsibles
- Lorna Elizabeth Wildgaard (4-6e71796b426d6430666d)
- Birger Hjørland (15-656c756a6875316b6d72756f647167436b7870316e7831676e)
- Morten Hertzum (7-6b6875777d7870436b7870316e7831676e)
Saved on the
20-01-2015