HETEK4000 Interactions in Health and Technology Course description

Technological development driven by science and innovation is crucial for a sustainable future healthcare system. The process of developing, implementing, and utilising new technology requires interdisciplinary collaboration, active user involvement and understanding of the roles of public and private stakeholders. Stakeholders include the higher education sector, the specialist- and municipal health service, user organisations, as well as enterprises.

This course introduces key concepts related to technological research and development, innovation and user involvement and engagement. Students will explore how new technology can contribute to sustainable solutions in health care services and health related research. Reflection about ethical challenges posed by new technology, and the advantages and obstacles of interdisciplinary collaborations will also be central in the course.

Students must have been admitted to the Master’s Programme in Health and Technology.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can account for key concepts related to technological development, service design and innovation
• has knowledge of different stakeholders and their role in the health service and in health related research
• can describe suitable professional tools and methods for identifying user needs through user-oriented thinking
• is familiar with some relevant technological solutions e.g. artificial intelligence, used in diagnostic tools, therapy, health promotion or rehabilitation work

Skills

The student

• can assess user needs with some established and new relevant user-oriented methods related to health and technology
• can reflect on ethical issues relating to cases from a health and technology perspective
• can actively engage in interdisciplinary discussions and collaborative group work
• can discuss technological developments in their own field both nationally and internationally

General competence

The student

• can reflect upon opportunities and illustrate ideas for future innovations within the field of health and technology, e.g. new sustainable solutions, working methods, services or products, with the help of user orientation and critical thinking
• can identify and reflect upon disciplinary differences, possible barriers, and ways of integrating their own professional background and competence in an interdisciplinary collaboration

The work and teaching methods used will be case-focused and include group work with practical exercises and thematic lectures involving contributions from practitioners in the municipal and specialist health services, business and industry and other special interest organisation.

Efforts will be made to ensure that the cases used reflect how interdisciplinary collaboration will take place in the workplace. The case studies will be based on different user needs.

Students will work in groups of 4-6 students. After an initial theoretical introduction and user orientation, the students will prepare proposals for a case based on an overall common issue at the intersection between health and technology.

The following must have been approved in order for the student to take the exam:

• Oral presentation in groups of 4-6 students, up to 15 minutes. The group will present their health and technology project according to given requirements, and will receive feedback on their project. The presentation must be given in English.

Oral exam in groups of 4-6 students, up to 30 minutes. Each group have 15 minutes for the presentation of their project, followed by approximately 10 minutes with questions and discussion. The presentation must be given in English.

Language of instruction: English (Norwegian if no English-speaking students have registered for the course)

Health communication comprises all communication on and related to health. Communication competence is crucial in all types of interpersonal relationships. Health related problems occur, are experienced and appear through communication. The student will learn to apply theories and tools to develop health communication competence, that is the competence to reflect on, observe and communicate about communication, while also understanding communication as a skill.  The student will learn to apply quality criteria to different situations varying regarding function, purpose and target group of the communication. The course also consists of basic topics that will build foundations, insight and understanding within health communication The course is appropriate for everyone who works with people.

The student must have been admitted to the Master’s Programme in Health Sciences.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge 

The student 

• can describe the term health in the light of a communication theoretic perspective
• can explain how health competence, and socioeconomic, psychological and biological factors affect individuals’ communication 
• can describe how communication can affect the body, life experience, embodiment, and coping 
• can describe effective health communication with selected target groups
• can describe how communication processes can be evaluated

​Skills 

The student

• can appraise and apply relevant theories related to health communication at the individual, group and societal level
• can apply relevant knowledge about the relationship between psyche and soma in order to promote appropriate behaviour
• can reflect on and critically analyse one’s own role and responsibility regarding interaction with the user/patient and family  
• can reflect on ethical challenges that can arise in communication with the recipient/user
• can apply and adapt methods of evaluation of communication

General competence

The student

• can use communication as central tool of a health care provider
• can practice adapted health communication
• can contribute with innovation to knowledge on communication and working with relations

The course will use varied, student-active work methods and consists of several  learning modules, which include lectures, observation practice, case-based groupwork, flipped classroom and discussions based on the written syllabus. The teaching is session-based on campus, with two sessions over 1 week each, with an interval of some weeks. The students will solve different assignments using various submission formats and peer assessment.