HIVA02001U The conrtibution of information science to evidence: an introduction to medical informatics

Volume 2014/2015
International Master
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.
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.
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:/​/​​

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.
'Lectures, group work, discussions, and student presentations'
  • Category
  • Hours
  • Class Instruction
  • 45
  • Exam
  • 30
  • Preparation
  • 335,8
  • Total
  • 410,8
Type of assessment
Course participation under invigilation
Active 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
Written take-home assignment, defined subject, February 2015.
Internal exam with multiple examiners, the 7-point grading scale